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Related Concept Videos

Continuing Care01:25

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Continuing care describes the variety of health, personal, and social services provided over a prolonged period. The need for continuing care is increasing because people are living longer. Many people do not have families or others to care for them. Continuing care is mainly for patients who are disabled, functionally dependent, or suffering from a terminal disease. It is available within institutional settings or in homes. Examples include nursing centers or facilities, assisted living,...
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Patient-centered care involves delivering care beyond inpatient hospitalization. Reflective practice can enhance a patient-centered approach. Reflective practice is a process of reasoning that considers all aspects of the present situation, including practicalities, learning from personal practice, and consideration of patient needs. Patients appreciate care decisions made while considering their input. Involving the patient in their care provides the patient with a sense of contribution rather...
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Peripheral Artery Disease (PAD) is characterized by narrowed arteries that diminish blood flow to the extremities. Effective management of PAD requires an interprofessional approach involving various healthcare professionals. The critical aspects of interprofessional care for PAD patients focus on risk factor modification, drug therapy, exercise therapy, nutrition therapy, critical limb ischemia care, and interventional radiology and surgical procedures.The primary treatment goal for PAD...
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Interprofessional care for coronary artery disease includes pharmacological therapy and revascularization procedures.Pharmacological therapy for Coronary Artery Disease (CAD) aims to manage symptoms, prevent complications, and improve patient outcomes through various classes of medications:Antiplatelet Agents:Aspirin and Clopidogrel: These medications inhibit platelet aggregation, preventing blood clots, which is crucial for avoiding heart attacks and strokes. Doctors often prescribe these...
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Planning for learning involves the development of a teaching plan. Teaching plans are similar to nursing care plans—both follow the steps of the nursing process. Planning in the teaching process involves setting goals and outcomes. Here, goals identify what a patient needs to achieve to understand a healthcare topic better, whereas the outcomes are the action to be performed by the patient to achieve the goal within a timeframe. For example, if the goal is to educate the patient about...
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Planning Nursing Care II01:29

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A nursing care plan can present in two forms: informal and formal. Informal is a care plan for the individual use of the nurse and goals they wish to accomplish during their shift. Informal care plans are not included in the patient chart. A formal nursing care plan is a written or computerized guide that organizes patient care. It is further subdivided into two: standardized and individualized care plans. Standardized care plans are pre-populated care plans for specific patient populations,...
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Primary Palliative Care Education: A Pilot Survey.

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|August 8, 2017
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Summary

Improving primary palliative care education requires understanding clinician needs. A survey revealed differing educational priorities between palliative care specialists and other clinicians, highlighting the need for tailored training to meet the growing demand for palliative services.

Keywords:
continuing medical educationmedical educationneeds assessmentpalliative careprimary palliative care educationsurvey

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Area of Science:

  • Palliative Care Medicine
  • Medical Education
  • Healthcare Workforce Development

Background:

  • Increasing demand for palliative care services exceeds specialist availability.
  • Enhancing "primary palliative care" for all clinicians caring for seriously ill patients is a key strategy.
  • Previous educational initiatives yielded inconsistent results, potentially due to misaligned educational goals.

Purpose of the Study:

  • To assess the feasibility and results of a needs assessment survey on palliative care education.
  • To compare the educational topic interests and preferred learning settings of palliative care specialists (PCS) and non-palliative care specialists (NPCS).
  • To identify concordant and discordant opinions regarding primary palliative care education between PCS and NPCS.

Main Methods:

  • Conducted a needs assessment survey.
  • Compared palliative care education topic interests and learning setting preferences between PCS and NPCS.
  • Analyzed survey results to identify areas of agreement and disagreement.

Main Results:

  • The survey successfully assessed the perceived importance of primary palliative care topics and learning preferences.
  • Significant concordance and discordance were observed in opinions between PCS and NPCS regarding educational topics and settings.
  • This study is the first to measure these perspectives from both clinician groups.

Conclusions:

  • Understanding the distinct and shared educational needs of PCS and NPCS is crucial for effective primary palliative care training.
  • Data from this needs assessment are essential for guiding future primary palliative care educational efforts.
  • Further research is needed to validate these findings across different health systems and identify influencing variables.