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首页> 外文期刊>BMC Palliative Care >“It’s given me confidence”: a pragmatic qualitative evaluation exploring the perceived benefits of online end‐of‐life education on clinical care
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“It’s given me confidence”: a pragmatic qualitative evaluation exploring the perceived benefits of online end‐of‐life education on clinical care

机译：“这给了我信心”：一个务实的定性评价，探讨了在线生活中的临床护理的感知效益

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Hospital admissions for end-of-life care are increasing exponentially across the world. Significant numbers of health professionals are now required to provide end-of-life care with minimal training. Many health professionals report they lack confidence to provide this care, particularly those in acute hospital settings. This study explored the perceived benefits of online education on health professionals’ capacity to provide end-of-life care. This qualitative study adopted a pragmatic approach. Thirty semi-structured interviews were conducted with allied health professionals, nurses and doctors who had completed a minimum of three End-of-Life Essentials online education modules. Interviews were held on line and face-to-face, audio-recorded and transcribed verbatim. Demographic data were also collected. Three major themes and one minor theme were constructed from the data using inductive thematic analysis. Themes were (1). Perceptions of preparedness to provide end-of-life care, (2). Shifts in approaching end-of-life discussions and (3). Motivation for engagement with online modules. Participants reported validation of knowledge and improved confidence to have end-of-life discussions with patients, carers and team members. They also noted improved ability to recognise the dying process and improved conversations with team members about patient and carer needs. Videos portraying a novice and then more able end-of-life discussions were particularly valued by participants. Modules provided practical guidance on how to engage in discussions about the end of life and care needs. Participants were self-motivated to improve their knowledge and skills to enhance end-of-life care provision. Continuing professional development requirements were also a motivator for module completion. This study explored health professionals’ perspectives about the perceived benefits of online education modules on their clinical practice. Module completion enhanced participant confidence and self-reported improved competence in end-of-life care provision. Findings build on existing research that supports the valuable role online education plays in supporting confidence and ability to actively engage with patients, carers and colleagues about provision of end-of-life care; however, self-report cannot be used as a proxy for improved clinical competence.
机译：终身关心的医院招生正在全世界呈指数增长。现在需要大量的卫生专业人员来提供培训最少的培训终生护理。许多健康专业人士报告他们缺乏提供这项护理的信心，特别是急性医院环境中的信心。本研究探讨了在线教育对卫生专业人士提供终身关心的能力的感知效益。这种定性研究采用了一种务实的方法。三十个半结构化访谈是用盟友的卫生专业人士，护士和医生进行了，他们完成了最少三个终身必需品在线教育模块。采访在线和面对面，录制的音频记录和翻译逐字。还收集了人口统计数据。使用归纳专题分析从数据构建三个主要主题和一个次要主题。主题是（1）。对准备的看法提供终生护理，（2）。接近生活结束讨论和（3）的转变。与在线模块接触的动机。与会者报告验证知识并改善了与患者，护理人员和团队成员讨论生命结束讨论的信心。他们还注意到提高了认识到垂死过程的能力，并改善了与团队成员有关患者和护理人员需求的对话。参与者尤其重视描绘新手，然后更能讨论的视频。模块提供了有关如何从事关于生命结束和护理需求的讨论的实用指导。参与者是自我激励的，以提高他们的知识和技能，以加强终身保健课程。持续的专业开发要求也是模块完成的动机。本研究探讨了卫生专业人员对在线教育模块对临床实践的感知益处的观点。模块完成增强了与会者的信心和自我报告的改善终身保健条款的能力。调查结果建立在现有的研究中，支持在线教育的宝贵角色在线教育在支持信心和能力与患者，护理人员和同事提供关于提供终身关怀的信心和能力;但是，自我报告不能用作改善临床能力的代理。

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