59 Arts-based palliative care training, education and staff development: a scoping review

Abstract

BackgroundThe experience of art offers an emerging field in healthcare staff development, much of which is appropriate to the practice of palliative care. The workings of aesthetic learning interventions such as interactive theatre in relation to palliative and end of-life care staff development programmes are widely uncharted.AimTo investigate the use of aesthetic learning interventions used in palliative and end-of-life care staff development programmes.DesignScoping review.Data sourcesPublished literature from 1997 to 2015, MEDLINE, CINAHL and Applied Social Sciences Index and Abstracts, key journals and citation tracking.ResultsThe review included 138 studies containing 60 types of art. Studies explored palliative care scenarios from a safe distance. Learning from art as experience involved the amalgamation of action, emotion and meaning. Art forms were used to transport healthcare professionals into an aesthetic learning experience that could be reflected in the lived experience of healthcare practice. The proposed learning included the development of practical and technical skills; empathy and compassion; awareness of self; awareness of others and the wider narrative of illness; and personal development.ConclusionAesthetic learning interventions might be helpful in the delivery of palliative care staff development programmes by offering another dimension to the learning experience. As researchers continue to find solutions to understanding the efficacy of such interventions, we argue that evaluating the contextual factors, including the interplay between the experience of the programme and its impact on the healthcare professional, will help identify how the programmes work and thus how they can contribute to improvements in palliative care.References. Economist Intelligence Unit. 2015Quality of Death Index Ranking palliative care across the world. https://www.eiuperspectives.economist.com/healthcare/2015-quality-death-index, (2013 accessed 09/01/2017). World Health Organisation.WHO Definition of Palliative Care. Geneva: WHO. 2009.. Department of Health.Equity and excellence: Liberating the NHS. London: The Stationery Office Ltd. 2010.. Neuberger J.More care, less pathway: a review of the Liverpool care pathwayhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/212450/Liverpool_Care_Pathway.pdf,(2013, accessed 09/12/2015). The National Council for Palliative Care. Commissioning Guidance for Specialist Palliative Care: Helping to deliver commissioning objectives.http://www.ncpc.org.uk/sites/default/files/CommissioningGuidanceforSpecialistPalliativeCare.pdf, (2012, accessed 15/12/2015). Leadership Alliance for the Care of Dying People.One Chance to get it Right.https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/323188/One_chance_to_get_it_right.pdf, (2014accessed 15/12/2015). Cavaye J and Watts J. An Integrated Literature Review of Death Education in Pre-Registration Nursing Curricula: Key Themes, International Journal of Palliative Care, 2014, Article ID 564619, 19 pages. Gibbins J, McCoubrie R. Forbes K. Why are newly qualified doctors unprepared to care for patients at the end of life?Medical Education2011; 45(4): 389–399.. Gillan PC, van der Riet PJ and Jeong S. End of life care education, past and present: A review of the literature.Nurse Education Today2014; 34(3): 331–342.. Holms N, Milligan S and Kydd A. ‘A study of the lived experiences of registered nurses who have provided end-of-life care within an intensive care unit’,International Journal Of Palliative Nursing2014; 20(11): 549-556.. Levack P. Palliation and the caring hospital – filling the gap.Journal of the Royal College of Physicians Edinburgh2014; 44: 98–102.. Parliamentary and Health Service Ombudsman.Dying without dignity.http://www.ombudsman.org.uk/reports-and-consultations/reports/health/dying-without-dignity#_ftn1, (2015, accessed 15/12/2015).. NHS England.Actions for End of Life Care: 2014-16. https://www.england.nhs.uk/wp-content/uploads/2014/11/actions-eolc.pdf, (2014, accessed 15/12/2015).. Thun MJ, DeLancey JO, Centre MM, Jemal A, and Ward E M. The global burden of cancer: priorities for prevention.Carcinogenesis2010;31(1), 100–110.. Crawford P, Brown B, Baker, C, Tishler, V and Abrams B.Health Humanities. London: Palgrave Macmillan, 2015.. Tolstoy N. 1897.What is Art? [Qu est-ce que l' art?]. Paris: Gallimard, 1971.. Chinn PL, Maeve MK, and Bostick C. Aesthetic inquiry and the art of nursing.Scholarly Inquiry for Nursing Practice1997; 11: 83–96.. Goldenberg G. Sarah Sheets Cook: the invisible nurse.The Academic Nurse1999; 16(1): 26–28.. Buckley J. Massage and aromatherapy massage: nursing art and science.International Journal of Palliative Nursing2002; 8: 276–280.. Gramling KL. Ice chips and hope: the coach’s story of caring art.International Journal for Human Caring2004; 8(2): 62–64.. Gramling KL. Sarah’s story of nursing artistry: they do it with joy.Journal of Holistic Nursing2006; 24: 140–142.. Ryan J. Aesthetic physical caring: valuing the visible.Nursing in Critical Care2004; 9: 181–187.. Mendes IAC. Cultivating the art of service.Revista Latino Americana de Enfermagem2005; 13(2): 135.. Wyngaarden JB and Smith LH.Cecil textbook of medicine.Philadelphia: WB Saunders, 1985.. Saunders, J. The practice of clinical medicine as an art and as a science.Med Humanities2000; 26:18-22.. Egnew, T. The Art of Medicine: Seven Skills That Promote Mastery.FamilyPractice Management.2014; 21(4): 25-30.. Funch BS. The psychology of art appreciation. Copenhagen: Museum Tusculanum Press, 1997.Perry M, Maffulli N, Willson S and Morrissey D. The effectiveness of arts-based interventions in medical education: a literature review. Medical Education2011; 45(2): 141-148.. Wilson C, Bungay H, Munn-Giddings, C and Boyce M. Healthcare professionals’ perceptions of the value and impact of the arts in healthcare settings: A critical review of the literature.International Journal of Nursing Studies2016; 56: 90-101.. Ousager J and Johannessen H. Humanities in undergraduate Medical Education: A Literature Review. Academic Medicine2010; 85(6): 988-98.. Fairbrother G, Cashin A, Mekki TE, Graham I and McCormack B. Is it possible to bring the emancipatory practice development and evidence-based practice agendas together in nursing and midwifery?FoNS 2015 International Practice Development Journal2015; 5(1) [4].. Levac D, Colquhoun H and O’Brien KK. Scoping studies: advancing the methodology. Implementation Science2010; 5: 1–9.. Arksey H and O’Malley L. Scoping studies: towards a methodological framework.International Journal of Social Research Methodology: Theory & Practice2005; 8: 19-32.. Rumrill P, Fitzgerald S and Merchant W. Using scoping literature reviews as a means of understanding and interpreting existing literature.Work2010; 35: 399-404.. Grant M and Booth A: A typology of reviews: an analysis of 14 review types and associated methodologies.Health Info Libr J2009, 26: 91-108.. Brien S, Lorenzetti D, Lewis S, Kennedy J and Ghali W: Overview of a formal scoping review on health system report cards.Implement Sci2010, 5:2.. Armstrong R, Hall BJ, Doyle J and Waters E. Scoping the scope of a cochrane review.Journal of Public Health2011; 33: 147–150.. Daudt HM, Van Mossel C and Scott SJ. Enhancing the scoping study methodology: a large, inter-professional team’s experience with Arksey and O’Malley’s framework.BMC Medical Research Methodology2013; 13: 48.. Braun, V. and Clarke, V. Using thematic analysis in psychology. Qualitative Research in Psychology 2006; 3 (2): 77–101.. RefWorks.RefWorks your online research management, writing and collaboration tool,2009.. Bettany-Saltikov J.How to do a systematic literature review in nursing: a step-by-step guide. Maidenhead: McGraw-Hill/Open University Press, 2012.. Davis K. Drey N. and Gould D. What are scoping studies? A review of the nursing literature.Int J Nurs Stud2009; 46(10): 1386-400.. Pawson R. Evidence-based policy: in search of a method.Evaluation2002; 8(2): 157-181.. Duffin C. “Raising Awareness to Support People with Dementia in Hospital”,Nursing Older People2013; 25(5): 14–17.. Skye EP, Wagenschutz H, Steiger JA and Kumagai AK. Use of interactive theatre and role play to develop medical students’ skills in breaking bad news,Journal of Cancer Education2014; 29(4): 704–708.. Baer AN, Freer, JP, Milling DA, Potter, WR, Ruchlin H and Zinnerstrom KH Breaking bad news: use of cancer survivors in role-playing exercises,Journal of palliative medicine 200811(6): 885–892.. Tait GR and Hodges BD Residents learning from a narrative experience with dying patients: a qualitative study.Advances in Health Sciences Education2013; 18(4): 727–743.. Jones A. Death, poetry, psychotherapy and clinical supervision (the contribution of psychodynamic psychotherapy to palliative care nursing),Journal of advanced nursing1997; 25(2): 238–244.. Shapiro J, Hunt L. All the world’s a stage: the use of theatrical performance in medical education.Med Educ2003; 37(10): 922–7. Robinson S. Holistic health promotion: Putting the art into nurse education.Nurse Education in Practice2007; 7(3): 173--180.. Shapiro J, and Cho B. Medical Readers’ Theatre: Relevance to Geriatrics Medical Education,Gerontology & Geriatrics Education2011; 32(4): 350--366.. Durgahee T. Reflective practice: nursing ethics through story telling”,Nursing ethics1997; 4(2): 135–146.. Reilly J, Trial J, Piver D and Schaff P. Using Theatre to Increase Empathy Training in Medical Students,Journal for Learning through the Arts2012; 8(1).. Inske ep S and Lisco S. Alternative Clinical Nursing Experience in an Art Gallery.Nurse Educator2001; 26(3): 117--119.. Thompson T, van de Klee D, Lamont-Robinson, C and Duffin W. Out of Our Heads! Four perspectives on the curation of an on-line exhibition of medically themed artwork by UK medical undergraduates”,Medical Education Online 2010; 15.. Hickey D, Doyle C, Quinn S, O’Driscoll P, Patience D, Chittick K and Cliverd A. Catching’ the concept of spiritual care: implementation of an education programme”,International journal of palliative nursing2008; 14(8): 396–400.. Deloney LA and Graham CJ. Wit: using drama to teach first-year medical students about empathy and compassion,Teaching & Learning in MedicineCatching’ the concept of spiritual care: implementation of an education 15(4): 247–251.. Hodges HF, Keeley AC and Grier EC. Masterworks of art and chronic illness experiences in the elderly,Journal of advanced nursing2001; 36(3) 389–398.. Marchand L and Kushner K. Death pronouncements: using the teachable moment in end-of-life care residency training,Journal of palliative medicine2004; 7(1) 80–84.. Beach WA, Buller MK, Dozier DM, Bulle DB and Gutzmer K. The Conversations About Cancer (CAC) Project: Assessing Feasibility and Audience Impacts From Viewing The Cancer Play,Health communication2014; 29(5): 462–472.. Begley A, Glackin M and Henry R. Tolstoy, stories, and facilitating insight in end of life care: Exploring ethics through vicarious experience,Nurse Education today2011; 31(5): 516–520.. Kumagai AK. Perspective: Acts of Interpretation: A Philosophical Approach to Using Creative Arts in Medical Education,Academic Medicine2012; 87(8): 1138--1134.. Özcan NK, Bilgin H and Eracar N. The Use of Expressive Methods for Developing Empathic Skills,Issues in Mental Health Nursing2011; 32(2): 131–136.. Tuxbury J, McCauley P and Lement W. Nursing and Theatre Collaborate: An End-of-Life Simulation Using Forum Theatre,Journal of Nursing Education,2012; 51(8) 462–5.. Yalden J, McCormack B, O’Connor, M and Hardy S, Transforming end of life care using practice development: an arts-informed approach in residential aged care,International Practice Development Journal2013; 3(2).. Sklar DP, Doezema D, McLaughlin S and Helitzer D. Teaching communications and professionalism through writing and humanities: reflections of ten years of experience,Academic Emergency Medicine2002; 9(11): 1360–1364.. Sperlazza E and Cangelosi PR. The Power of Pretend: Using Simulation to Teach End-of-Life Care,Nurse Educator2009; 34(6): 276--280.. Gillis C. “Seeing the difference”: An interdisciplinary approach to death, dying, humanities, and medicine.Journal of Medical Humanities2006;27(2): 105–115.. Donovan T and Mercer D. Onward in my journey: preparing nurses for a new age of cancer care,Cancer nursing2003; 26(5) 400–404.. Fogarty CT. Fifty-five word stories: “small jewels” for personal reflection and teaching,Family medicine2010; 42(6): 400–402.. Foster W and Freeman E. Poetry in general practice education: perceptions of learners,Family Practice2008;25(4) 294–303.. Lillyman S, Gutteridge R and Berridge P. Using a storyboarding technique in the classroom to address end of life experiences in practice and engage student nurses in deeper reflection,Nurse Education in Practice2011; 11(3): 179–185.. Frei J, Alvarez S and Alexander M. Ways of Seeing: Using the Visual Arts in Nursing Education,Journal of Nursing Education2010; 49(12): 672--676.. Sherman DW, Matzo ML, Pitorak E, Ferrell BR and Malloy P. Preparation and care at the time of death: content of the ELNEC curriculum and teaching strategies,Journal for Nurses in Staff Development2005; 21(3): 93–102.. Franklin M. Acting on dilemmas in palliative care,Nursing times2001; 97(49): 37–38.. Epner DE and Baile WF. Difficult conversations: teaching medical oncology trainees communication skills one hour at a time,Academic Medicine2014; 89(4): 578–584.. Shannon SE, Long-Sutehall T and Coombs M. Conversations in end-of-life care: communication tools for critical care practitioners,Nursing in critical care.2011; 16(3): 124–130.. Deci EL and Ryan RM.Intrinsic motivation and self-determination in human behaviour. New York: Plenum Press, 1985.. Wee B, Hillier R, Coles C, Mountford B, Sheldon F and Turner P. Palliative care: a suitable setting for undergraduate interprofessional education,Palliative Medicine2001; 15: 187–492.. Meng AL and Sullivan J. Interactive theatre: an innovative conflict resolution teaching methodology,Journal for Nurses in Staff Development2011; 27(2): 65–68.. Salas R, Steele K, Lin A, Loe C, Gauna L and Jafar-Nejad P. Playback Theatre as a tool to enhance communication in medical education.Medical Education Online2013; 18(10).. Jonas-Simpson CF, Pilkington B, MacDonald C and McMahon E. Experiences of Grieving When There Is a Perinatal Death,Sage open2013.. Razavi D, Delvaux N, Marchal S, Durieux JF, Farvacques C, Dubus L and Hogenraad R. Does training increase the use of more emotionally laden words by nurses when talking with cancer patients? A randomised study,Br J Cancer2002; 87(1): 1–7.. Twigg R and Lynn M, Teaching End-of-Life Care Via a Hybrid Simulation Approach Simulation Approac,Journal of Hospice & Palliative Nursing2012; 14(5): 374–379.. Baile WF, Kudelka AP, Beale EA, Glober GA, Myers EG, Greisinger AJ, Bast RC, Goldstein MG, Novack D and Lenzi R. Communication skills training in oncology. Description and preliminary outcomes of workshops on breaking bad news and managing patient reactions to illness,Cancer1999; 86(5): 887–897.. Wilkinson S, Perry BK and Linsell L. Effectiveness of a three-day communication skills course in changing nurses’ communication skills with cancer/palliative care patients: randomised controlled trial,Palliative medicine2008; 22: 365–75.