Forbat Liz, Haraldsdottir Erna, Lewis Marsha, Hepburn Ken
Calvary Centre for Palliative Care Research, Australian Catholic University and Calvary Health Care Bruce, Canberra, Australian Capital Territory, Australia.
St Columba's Hospice and Queen Margaret University, Edinburgh, UK.
BMJ Open. 2016 Oct 25;6(10):e012681. doi: 10.1136/bmjopen-2016-012681.
Practical educational interventions for palliative carers are needed. Current supports frequently rely on carers travelling to a central venue to receive education. A substantial gap therefore exists around determining how high-quality relevant information can be delivered nationally, with limited cost implications, using educational methods that are acceptable to carers in palliative care. This study seeks to design and assess feasibility and acceptability of a distance-learning approach to educating carers.
This is an embedded mixed-method feasibility and acceptability study. It embeds an unblinded 1-arm pilot test, with subsequent qualitative interviews which will be used to inform the assessment of the intervention's acceptability and feasibility. The theoretical framework is self-efficacy theory, whereby we seek to impact carers' beliefs in their ability to carry out and succeed in caring tasks and situations. The educational materials focused on pain and nutrition/hydration will be developed in phase 1 with former carers (n=8) providing input into the content and style of materials. The educational package privileges adult-learning styles, recognising and responding to the learner's context including their learning needs, prior knowledge and motivations for engaging in education. The materials will be tested with up to 24 current carers.
Analysis will focus on determining recruitment processes for a full-scale study, data collection procedures/completion rates, queries directed to the hospice from carers involved in the feasibility work, mode of delivery and content of the materials. The primary outcome measure is self-efficacy, with other measures focused on caregiver preparedness and caregiving tasks, consequences and needs questionnaire. Adherence to educational components will also be collected and reported.
Ethical approval has been provided by the participating site, Calvary Healthcare, Canberra, reference 02-2016, and the Australian Catholic University. Results will be published in peer-reviewed journals, presented at conferences and a lay summary sent to participants.
ACTRN12616000601437; Pre-results.
姑息治疗护理人员需要切实可行的教育干预措施。目前的支持方式往往依赖护理人员前往中心场所接受教育。因此,在确定如何以有限的成本,采用姑息治疗护理人员可接受的教育方法,在全国范围内提供高质量的相关信息方面,存在很大差距。本研究旨在设计并评估一种针对护理人员的远程学习教育方法的可行性和可接受性。
这是一项嵌入式混合方法可行性和可接受性研究。它嵌入了一项非盲单臂试点测试,随后进行定性访谈,用于评估干预措施的可接受性和可行性。理论框架是自我效能理论,即我们试图影响护理人员对自己执行护理任务并取得成功的能力的信念。第一阶段将与前护理人员(n = 8)合作开发侧重于疼痛和营养/水合作用的教育材料,他们将为材料的内容和风格提供意见。该教育包优先考虑成人学习方式,认识并回应学习者的背景,包括他们的学习需求、先前知识以及参与教育的动机。这些材料将在多达24名现任护理人员中进行测试。
分析将集中于确定全面研究的招募过程、数据收集程序/完成率、参与可行性工作的护理人员向临终关怀机构提出的问题、材料的交付方式和内容。主要结果指标是自我效能,其他指标侧重于护理人员的准备情况、护理任务、后果和需求问卷。还将收集并报告对教育内容的依从情况。
参与研究的机构——堪培拉加尔瓦里医疗保健中心(参考编号02 - 2016)和澳大利亚天主教大学已提供伦理批准。研究结果将发表在同行评审期刊上,在会议上展示,并向参与者发送一份通俗易懂的总结。
ACTRN12616000601437;预结果。