Utilising feedback from patients and their families as a learning strategy in a Foundation Degree in palliative and supportive care: A qualitative study

Pal, Laura; Dixon, Rachael; Faull, Christina

doi:10.1016/j.nedt.2013.06.012

Cited by 11 publications

(11 citation statements)

References 20 publications

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“…27 There were also benefits for the individual consumers engaged in palliative care leadership including a sense of belonging and being valued, 31 and knowing they had the opportunity to improve services for others. 24 Furthermore, current students benefitted from consumer leadership by learning how to better communicate, and by becoming more aware of power imbalances between consumers and service providers, 25 which means the next generation of health service providers will be able to be better allies to consumers. Thus, this study extends the findings of Happell and Scholz, 35 who argue non-consumers working in the health sector should use their privilege or power to make space for consumers’ perspectives, by suggesting consumers teaching the next generation of service providers may help to make them aware of (and in turn more likely to challenge) the power differentials.…”

Section: Discussionmentioning

confidence: 99%

“…Teaching. Two studies specifically focused on consumers teaching health professionals -medical students, 24 and health and social care support workers, 25 respectively. Both studies identified benefits for students being taught or being given feedback by palliative care consumers.…”

Section: Academic Leadershipmentioning

confidence: 99%

“…These benefits included more authentic learning given such communication represents actual interaction with consumers, 24 and students being able to overcome initial embarrassment when receiving feedback from consumers which in turn seemed to improve student confidence. 25 Another benefit related to the way interactions with consumers appeared to make students more aware of the power imbalances between consumers and service providers. 25 Research.…”

Section: Academic Leadershipmentioning

confidence: 99%

“…25 Another benefit related to the way interactions with consumers appeared to make students more aware of the power imbalances between consumers and service providers. 25 Research. Five included articles discussed the role of consumers in palliative care research leadership.…”

Section: Academic Leadershipmentioning

confidence: 99%

“…Overview of the studies discussed (n = 11). Consumers wanted to educate medical students, knowing future patients would benefit from a more holistic approach -Consumers enjoyed educating and could not think of reasons why other consumers would not want to participate and did not report feeling overwhelmed by students' presence -Consumers agreed with other educators that they would be able to refuse to see students when necessary - Consumer educators recognised benefits for students and themselves engaging in personal communications Pal et al25 …”

mentioning

confidence: 99%

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Consumer and carer leadership in palliative care academia and practice: A systematic review with narrative synthesis

Scholz

Bevan²,

Georgousopoulou

et al. 2019

Palliat Med

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Background: Contemporary health policies call for consumers to be part of all aspects of service planning, implementation, delivery and evaluation. The extent to which consumers are part of the systemic decision-making levels of palliative care appears to vary between and within services and organisations. Aim: The aim of this systematic review is to develop understandings about consumer and carer leadership in palliative care. Design: A systematic, narrative synthesis approach was adopted due to the heterogeneity of included studies. The review was registered on PROSPERO prospectively (PROSPERO 2018 CRD42018111625). Data sources: PubMed, Scopus and PsycINFO were searched for all studies published in English specifically focusing on consumers’ leadership in palliative care organisations and systems. Articles were appraised for quality using a modified JBI-QARI tool. Results: Eleven studies met the inclusion criteria and quality assessment. Consumers are currently involved in leadership of palliative care teaching, research and services. Findings highlight the benefits of consumer leadership in palliative care including more relevant, higher-quality services, teaching and research. Across the included studies, it was not clear the extent to which consumer leaders had influence in relation to setting agendas across the palliative care sector. Conclusion: The findings suggest that more could be done to support consumer leadership within palliative care. Academics and clinicians might improve the relevance of their work if they are able to more meaningfully partner with consumers in systemic roles in palliative care.

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Section: Discussionmentioning

confidence: 99%

Section: Academic Leadershipmentioning

confidence: 99%

Section: Academic Leadershipmentioning

confidence: 99%

Section: Academic Leadershipmentioning

confidence: 99%

mentioning

confidence: 99%

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Consumer and carer leadership in palliative care academia and practice: A systematic review with narrative synthesis

Scholz

Bevan²,

Georgousopoulou

et al. 2019

Palliat Med

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How does feedback from patients impact upon healthcare student clinical skill development and learning? A systematic review

et al. 2017

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Learning With Patients, Students, and Peers

Ryan

Hatala

Brydges

et al. 2020

Journal of Continuing Education in the Health Professions

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Conceptualizations of workplace learning have moved from knowledge acquisition to learning as participation in the practices and cultures of the workplace environment. Along with this has come an appreciation of applicability of sociocultural learning theories, which frame learning as occurring within “communities of practice” or learning being “situated” within a workplace environment where collaboration and social interaction are fundamental to the learning process. These conceptualizations of workplace learning are ideally suited to health professions where learners are supervised in clinical work environments and then continue to work in team-based environments as graduates. However, what happens to workplace learning for novice practitioners who have limited periods of clinical supervision and then graduate into solo or small group practices (which may also be in rural or remote locations) and embark on long working careers without supervision? This paper argues workplace learning needs to be scaffolded and supported to reach its full potential in these environments. Drawing on workplace-based learning theory, we highlight the ubiquitous nature of learning in the workplace, the importance of active engagement, reflection, and individual meaning making. Through this reframing of traditional notions of continuing professional development, we emphasize the importance of patients, students, and other practitioners as partners in workplace learning for solo practitioners. We also focus on the role of educators, professional associations, and regulators in helping solo practitioners recognize, access, and maximize the learning opportunities inherent in relatively isolated practice environments.

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Utilising feedback from patients and their families as a learning strategy in a Foundation Degree in palliative and supportive care: A qualitative study

Cited by 11 publications

References 20 publications

Consumer and carer leadership in palliative care academia and practice: A systematic review with narrative synthesis

Consumer and carer leadership in palliative care academia and practice: A systematic review with narrative synthesis

How does feedback from patients impact upon healthcare student clinical skill development and learning? A systematic review

Learning With Patients, Students, and Peers

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