Author
Listed:
- Barbara A. Jack
- Karen Kinloch
- Mary R. O’Brien
Abstract
Aims and objectives To explore nurses’ perceptions of the impact of a programme designed to train them to teach end‐of‐life care. Background Central to national and international policies are the need for generalist healthcare staff to have education in end‐of‐life care. Much end‐of‐life care education is provided by specialist nurses who often have no specific education development to prepare them to teach. To address this gap, an Education Development Programme (EDP) was developed and delivered to specialist nurses. We report on the evaluation of the programme. Design A qualitative programme evaluation methodology was adopted. Methods Data were collected through focus groups, at three hospice education centres in North West England, with a total of 20 participants. Nurses who had completed the EDP were purposively sampled. Data were digitally audio‐recorded and subjected to thematic analysis to organise, reduce and refine the data. Ethical approval was obtained. COREQ guidelines have been adhered to in the reporting of this study. Results Two main themes were identified; learning to teach and building skills to change teaching practice. Participants felt more confident and better prepared to teach. Conclusions It cannot be assumed that specialist staff, with teaching in their role, have the skills to facilitate learning. This programme offers a potential method of improving facilitation skills for nurses who have an education element to their role. Relevance to clinical practice Quality end‐of‐life care is only possible with a skilled workforce, confident and able to apply the principles of compassionate end‐of‐life care to everyday practice. Appropriately trained, specialist staff are better able to teach others how to deliver good quality end‐of‐life care. Specialist staff with teaching responsibilities should be provided with, or engage in, continuous professional development to develop their skills and improve their efficacy when teaching.
Suggested Citation
Barbara A. Jack & Karen Kinloch & Mary R. O’Brien, 2019.
"Teaching nurses to teach: A qualitative study of nurses’ perceptions of the impact of education and skills training to prepare them to teach end‐of‐life care,"
Journal of Clinical Nursing, John Wiley & Sons, vol. 28(9-10), pages 1819-1828, May.
Handle:
RePEc:wly:jocnur:v:28:y:2019:i:9-10:p:1819-1828
DOI: 10.1111/jocn.14786
Download full text from publisher
Corrections
All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:wly:jocnur:v:28:y:2019:i:9-10:p:1819-1828. See general information about how to correct material in RePEc.
If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.
We have no bibliographic references for this item. You can help adding them by using this form .
If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Wiley Content Delivery (email available below). General contact details of provider: https://doi.org/10.1111/(ISSN)1365-2702 .
Please note that corrections may take a couple of weeks to filter through
the various RePEc services.