Department of Palliative Medicine, Medical Faculty RWTH Aachen University, Aachen, Germany.
Department of Critical Care and Emergency Medicine, Klinikum Bremen Mitte, Bremen, Germany.
BMC Palliat Care. 2023 Jul 13;22(1):94. doi: 10.1186/s12904-023-01217-1.
Within Germany, there is a heterogeneous range of training and continuing education in palliative care for different professional groups. The German Society for Palliative Medicine (DGP), together with the German Hospice and Palliative Care Association (DHPV), have defined quality requirements for postgraduate training in palliative care. These requirements include the evaluation of course structures and the assessment of outcomes.
To assess the 'learning gains' in palliative care nurses and physicians undertaking continuing education programmes, and evaluate the structures and processes. To identify if/how the continuing education programmes could be improved.
The development of Nurses' and Physicians' learning was determined using a retrospective self-assessment procedure. The evaluation was based on learning objectives developed in the DGP Education Working Group, using a six-point Likert scale for each item, and space for 'free-text' comments. Assessments were conducted after training.
Five hundred twenty nine self-assessments were recorded (456 nurses / 73 physicians). An increase in learning is demonstrated in all areas (knowledge, skills, social and self-competence) for each profession. The greatest gain was in symptom control. However, there were significant differences in the extent of learning gains between nurses and physicians.
Analysis suggests current training results in improvements, but personal competences progress less than knowledge and skills. One way to improve this would be to introduce more interprofessional continuing education elements. Evaluation, as a basis for improving training concepts, is essential for continual development.
在德国，不同专业群体的姑息治疗培训和继续教育存在着多样化的情况。德国姑息治疗医学学会（DGP）与德国临终关怀和姑息治疗协会（DHPV）一起为姑息治疗研究生培训定义了质量要求。这些要求包括课程结构的评估和结果的评估。
评估接受继续教育计划的姑息治疗护士和医生的“学习收益”，并评估结构和流程。确定继续教育计划如何改进。
使用回顾性自我评估程序确定护士和医生的学习发展。评估是基于 DGP 教育工作组制定的学习目标，每个项目使用六点李克特量表，并为“自由文本”评论留出空间。评估在培训后进行。
记录了 529 份自我评估（456 名护士/73 名医生）。每个专业的所有领域（知识、技能、社交和自我能力）都显示出学习的提高。最大的收获是在症状控制方面。然而，护士和医生之间的学习收益程度存在显著差异。
分析表明，目前的培训导致了改进，但个人能力的进步不如知识和技能。改进的一种方法是引入更多的跨专业继续教育元素。评估作为改进培训概念的基础，对于持续发展至关重要。
