“It’s given me confidence”: a pragmatic qualitative evaluation exploring the perceived benefits of online end‐of‐life education on clinical care

Abstract

Background 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. Methods 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. Results 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. Conclusions 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.

End-of-Life Essentials education modules: a quality and safety initiative to improve health professionals end-of-life care knowledge, skills, attitude and confidence

“… 29 These results further support the positive impact of EOLE module learning. 4 20 30 More importantly, addressing the aim of this evaluation, learners from these varied disciplines demonstrated statistically significant improvement of self-perceived EOL care knowledge, skills, attitude and confidence, and reported a high level of intention to change their practice after completion of the module learning, suggesting that all HCPs could benefit from EOLE education regardless of their discipline. These results demonstrated the suitability of EOLE education modules for all HCPs as a quality education course which are consistent with the scope and aim of EOLE project.…”

Reimagining a children's palliative care educational programme for registered nurses in response to the COVID-19 pandemic

“…A noticeable advantage of the programme was the participants' ability to access information in their own time and place of choosing. E-learning has been well documented in the literature for its convenience and flexibility ( Morgan et al, 2021 ; Suliman et al, 2021 ; Jowsey et al, 2020 ). It is a mode of education that is particularly suitable to community nursing, where nurses work unsociable hours, across large geographical areas, and therefore are more amenable to learning outside of the traditional 9–5 h ( Uprichard, 2020 ).…”

“…The short 1-hour structure appealed to participants. This was unsurprising as short periods of teaching are noted to be easily digestible, where information is kept succinct and focused on the topic ( Chicca, 2021 ; Morgan et al, 2021 ; Jowsey et al, 2020 ). E-learning also increases access to education for a wider cohort of learners than could attend an in-person event, as there is no class limit on the number of participants that may attend a session ( Ramsden et al, 2021 ; Uprichard, 2020 ).…”

Assessment of person-centeredness in healthcare and social support services for women with unintended pregnancy (CarePreg): protocol for a mixed-method study

“…For qualitative data analysis, a pragmatic analysis approach will be adopted by using inductive thematic analysis. 43 44 One researcher will identify recommendations in the transcripts and extract, cumulate and summarise them into a document. Afterwards, relevance and wording of all recommendations will be discussed in the research team until consensus is found.…”

“…The online workshop will be audio-recorded and transcribed verbatim. For qualitative data analysis, a pragmatic analysis approach will be adopted by using inductive thematic analysis 43 44. One researcher will identify recommendations in the transcripts and extract, cumulate and summarise them into a document.…”