Exploring the impact of a Palliative Care Education Programme. “What the participants had to say.”

Abstract

Background: The numbers of older adults are increasing, in developed countries many live and die in Residential Aged Care facilities with New Zealand having the highest percentage (34%). The characteristics of residents entering Residential Aged Care facilities are changing; they are older, have multiple co-morbidities and their survival is shorter. The Palliative Care Approach is seen therefore as having increasing relevance in this care setting but the Palliative Care needs of residents and their families/whānau are not always recognised by staff. Staff have experience of death and dying but lack formal education and training in Palliative and End of Life Care. Aim: The aim of this is to explore the impact of a Palliative Care Education Programme delivered to all staff in Residential Aged Care facilities in the Waitemata District Health Board, New Zealand. The education programme aimed to raise awareness of the Palliative Care Approach and increase staffs’ confidence through building on their existing knowledge and skills. Method: A qualitative research method was used. Focus groups were held in 5 Residential Aged Care facilities who had participated in 4 to 6 sessions of the WDHB Palliative Care Education Programme during 2012. Findings: Participation in the education had affirmed and validated staffs’ existing knowledge and skills. Following attendance at the education, staff reported new knowledge and a deeper understanding of the holistic nature of Palliative Care. The education had made them think differently about their residents and had raised awareness of cultural considerations of both staff and residents. Staff recognised the benefit of the Palliative Approach for other residents that it was not restricted to end of life care. Most noticeable was the acknowledgement from staff of the need to involve the family/whānau in their resident’s care. Staff spoke of an increased confidence, improved assessment and communication skills and being less fearful to engage directly with dying residents and their family/whānau. There was an attitude and behaviour shift with staff reporting that their practice had changed. Implications from this research are that education about palliative care, delivered in this way, is acceptable and appears to have resulted in attitudinal shifts. Quality of care is likely to improve as a result.