BackgroundBarriers exist which often compromise the care a patient and their relative/carer receive at the end of life.1One barrier that has been identified is the preparation student nurses receive in order to adequately care for this group of patients.2Subsequently the DH suggested that “end of life care needs embedding in training curriculums at all levels and for all staff groups”.1(pg 14)The general population may not experience or deal with death until they reach middle age.3A number of student nurses therefore may have limited experience in dealing with the emotional death and grief.The nursing programme is competence based therefore student nurses may view their own distress negatively. The impact may be inhibit sharing and seeking support.EOL education may be challenging as it can provoke anxiety. Providing an environment that reassures and feels safe with a philosophy of shared compassion for all involved is an essential element within end of life educational interventions.AimsIntroduce an educational initiative that provides a culture for changeImprove end of life care experiences for all involvedDevelop a pathway of support which will allow students to process their experiences and achieve the necessary skills.FrameworkEmbed initiative within each stage of the BSc (Hons) nursing award.▸ Cooperative learning▸ Safe environment▸ Peer support promoting a sense of family4The effectiveness will be measured using an adapted version of the Evaluation ToolkitConclusionsHigh quality end of life care is essential and pre-registration training has been acknowledged as an area where shortcomings may be addressed.Student nurses require supportive educational interventions surrounding end of life care that facilitate changes in knowledge, behaviour and attitudes in preparation for their transition into the nursing profession.
BackgroundThe National End of Life Programme (DOH 2010) has set out a direction of travel for social care at the end of life and important targets include commissioning and delivery of person centred and integrated care for both patients care givers and families.From the point of view of care giving the burden is likely to increase as there will likely be fewer carers and more people dying at home with complex care needs (Seale 2000 )Carers are a valuable part of care delivery in the UK and valuing and supporting them with compassionate philosophy should be a key strategy (Brown 2012) yet the Health Care Commission in 2008 found that the most consistent complaint from caregivers was related to end of life care.There is a body of research describing the adverse effects of care giving including stress, anxiety and mortality (Gaugleret al2004).Integrating relative and family in end of life care decisions and increasing understanding of the end of life process appears to be beneficial for both the patient experience and the psychological recovery of the relatives (Schulzet al2003).AimsImprove psychological recovery of informal care giversFacilitate informal care givers' awareness of the end of life processAssist informal care givers in developing self-compassion and coping strategiesFramework: Development of a 6 week psycho-educational support group for informal care givers either during or post end of life careFormat of group will include educational components and peer support activities.Group Facilitated by Palliative Care Expert & CBT Psychotherapist.ConclusionConsidering the increase of care giving at home, including end of life, informal caregivers require more comprehensive support than currently available to enable their psychological recovery.Increasing awareness of the end of life process and development of self-compassion is likely to enable this recovery.
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