Communication Skills Training Curriculum for Pulmonary and Critical Care Fellows
|
|
- Amelia Blake
- 6 years ago
- Views:
Transcription
1 Online Data Supplement Communication Skills Training Curriculum for Pulmonary and Critical Care Fellows Jennifer W. McCallister, MD, Jillian Gustin, MD, Sharla Wells-Di Gregorio, PhD, David P. Way, MEd, John G. Mastronarde, MSc, MD
2 Appendix E1: Educational Experience and Attitudes Questionnaire Part I: Background A. Gender: Female Male B. Age: C. Please indicate your plans for after completion of fellowship by placing a check in the box next to each setting, area of interest, and specialty (Check all that apply): Academic Medical Center Critical Care ONLY Community Hospital Setting Pulmonary ONLY Outpatient Clinic Critical Care AND Pulmonary Involvement in Education Area of interest: Involvement in Research Other subspecialty: Further fellowship training Other plans: Part II: Educational/Professional Experience and Attitudes YES NO A. Did you complete a palliative care and/or hospice rotation in medical school? B. Did you complete a palliative care and/or hospice rotation in residency? C. During your residency, did you had any contact with clinicians (i.e. in the context of caring for patients) who specialize in palliative care? D. 1) From the list below, please check the venues or activities in which you received communication skills training during residency. 2) For each identified venue, please rate its effectiveness in teaching you communication skills by circling the rating that matches your opinion. Use the following scale: NH= Not Helpful; MH= Minimally Helpful; H= Helpful; VH= Very Helpful NH MH H VH Lecture series Small group discussions Role play &/or standardized patient Other: Modeling during clinical care rotations. If checked, please indicate below who did the modeling (Check & rate all that apply) Other residents Fellows Attendings Others: E2
3 E. During your residency, were you explicitly taught: Yes No How to prepare for a family meeting How to lead/facilitate a family meeting How to elicit patient and/or family perceptions of illness How to deliver bad news How to facilitate a DNR discussion How to assess patient/family concerns (e.g. spiritual, psychological, social) How to discuss uncertainty in illness trajectory How to attend to emotion How to foster shared decision-making How to document a family meeting in the medical record F. During your residency, were you exposed to the following communication concepts/ techniques: Yes No Ask-tell-ask 1 Tell me more 1 SPIKES protocol for breaking bad news 2 VALUE protocol for facilitating a family meeting 3 NURSE mnemonic for attending to emotion 4 Hope/worry technique for managing uncertainty 5 Active listening 6 Reflective questioning 6 Patient-centered communication 7 G. How adequate was your residency training curriculum in teaching you the skills to manage challenging goals of care discussions with patients and families? o More than adequate o Adequate o Inadequate o Extremely inadequate H. How important is it to have instruction in goals of care discussions during fellowship training? o Extremely important o Fairly important o Fairly unimportant o Not at all important I. What do you think about the value of didactic (e.g. lectures, small group seminars) as opposed to experiential teaching exercises (e.g. use of standardized patients, MICU family meeting checklist) in teaching goals of care communication skills? o Didactic more valuable than experiential o Didactic and experiential exercises equally valuable o Experiential more valuable than didactic E3
4 Appendix E2: Family Meeting Behavioral Skills Checklist 31 items used for self-assessment by fellows and assessment by psychologists after simulated family meetings Behavior performed 1. Prepare for family meeting Yes No n/a Greeted pt/family members and asked for introductions 2. Assess/Understand family and patient perception Yes No n/a Expressed interest in patient as a person, prior to illness Asked pt/family to share perspective on patient s illness i.e. 3 levels of understanding 3. Elicit pt/family preferences for communication Yes No n/a Asked pt/family who the team should contact regarding patient condition Asked pt/family about amount of detail that would be helpful re: clinical condition Explored pt/family s decision-making preferences 4. Exchange/Share clinical information with pt/family Yes No n/a Clearly stated the patient s clinical condition with avoidance of medical jargon Asked if the family understood the information conveyed i.e. ask-tell-ask Gave warning of difficult news with time for preparation Provided information in short chunks Provided level of detail to match family s desired level of detail 5. Assessing/Attending to patient and family reactions Yes No n/a Explored pt/family s psychosocial and emotional concerns i.e. tell me more Explored pt/family s spiritual and cultural concerns Acknowledged/accurately reflected family s distress i.e. named emotion Validated pt/family reaction i.e. empathic statement 6. Manage uncertainty Yes No n/a Assessed prognostic awareness i.e. current understanding, future hope and worry Identified uncertainty of patient s clinical trajectory i.e. hope/worry technique Promoted normative coping i.e. hope for best/prepare for worst, denial/acceptance 7. Share decision-making Yes No n/a Achieved common understanding of patient s clinical condition Focused discussion on patient values/goals prior to discussion of specific interventions Discussed treatment options based on patient s goals/values Offered recommendations when in keeping with family s decision-making preferences 8. Summarize/Plan Yes No n/a Summarized discussion Suggested next steps including future contact between family and care team Prepared family for the unexpected Provided necessary resources/contact information to help support family 9. General approach Yes No n/a Used reflective questioning Invited pt/family questions throughout meeting Listened without interruption Allowed silence Demonstrated non-verbal cues of empathy/engagement E4
5 Appendix E3: Self-Confidence for Communication Skills Survey We would like to assess your level of confidence in performing goals of care discussions during family meetings. For each question below, please rate your current confidence level for each of the communication skills. Use the key below: 1 = No confidence at all (i.e. I do not have ability to effectively perform the skill) 2 = Minimal confidence (i.e. I need expert guidance to effectively perform the skill) 3 = Moderate confidence (i.e. I can effectively perform the skill with some expert guidance) 4 = Very confident (i.e. I can effectively perform the skill independently) Communication Skills Confidence Level 1. Preparing care team for a family meeting Leading/facilitating a family meeting Eliciting family/patient perceptions of illness Exploring family preferences for communication Sharing clinical information with family Specifically: a) delivering bad news b) providing prognostic information Assessing patient and family concerns Specifically: a) psychosocial and emotional concerns b) spiritual and cultural concerns Managing conflict among family members and/or care providers Eliciting patient s value/goals from family s perspective Managing uncertainty in illness trajectory Providing decision-making support Specifically: a) discussing treatment options based on goals b) offering recommendations for plan of care c) discussing code status Summarizing plan of care to family Documenting family meeting in the chart Using silence Using reflective questioning i.e. I hear you saying How well prepared do you feel to teach others (i.e. residents and medical students) to perform goals of care discussions with patients and families? o o o Extremely prepared (i.e. have all the necessary skills) Fairly prepared (i.e. have adequate skills but may benefit from more training) Fairly unprepared (i.e. require more training to improve skills) o Not at all prepared (i.e. require extensive training to gain skills) E5
6 Appendix E4: Family Meeting Behavioral Skills Checklist for formative feedback used for identification of learning goals before and self-reflection/formative feedback after family meetings in the Medical Intensive Care Unit A. Educational Goals of the Family Meeting for the trainee: 1. List the potential challenge(s) for you in this encounter. 2. Identify at least 1-2 skills that you want to work on during this encounter. B. Behavioral skills checklist Behavior performed 1. Prepare for family meeting Yes No n/a Identified members of care team to be involved in meeting Reviewed medical issues with care team Discussed goals of family meeting with care team Minimized distractions i.e. arranged private location, turned off pagers/phones Greeted pt/family members and asked for introductions 2. Assess/Understand family and patient perception Yes No n/a Expressed interest in patient as a person, prior to illness Asked pt/family to share perspective on patient s illness i.e. 3 levels of understanding 3. Elicit pt/family preferences for communication Yes No n/a Asked pt/family who the team should contact regarding patient condition Asked pt/family about amount of detail that would be helpful re: clinical condition Explored pt/family s decision-making preferences 4. Exchange/Share clinical information with pt/family Yes No n/a Clearly stated the patient s clinical condition with avoidance of medical jargon Asked if the family understood the information conveyed i.e. ask-tell-ask Gave warning of difficult news with time for preparation Provided information in short chunks Provided level of detail to match family s desired level of detail 5. Assessing/Attending to patient and family reactions Yes No n/a Explored pt/family s psychosocial and emotional concerns i.e. tell me more Explored pt/family s spiritual and cultural concerns Acknowledged/accurately reflected family s distress i.e. named emotion Validated pt/family reaction i.e. empathic statement 6. Manage uncertainty Yes No n/a Assessed prognostic awareness i.e. current understanding, future hope and worry Identified uncertainty of patient s clinical trajectory i.e. hope/worry technique Promoted normative coping i.e. hope for best/prepare for worst, denial/acceptance 7. Share decision-making Yes No n/a Achieved common understanding of patient s clinical condition Focused discussion on patient values/goals prior to discussion of specific interventions Discussed treatment options based on patient s goals/values Offered recommendations when in keeping with family s decision-making preferences 8. Summarize/Plan Yes No n/a Summarized discussion Suggested next steps including future contact between family and care team Prepared family for the unexpected Provided necessary resources/contact information to help support family 9. General approach Yes No n/a Used reflective questioning Invited pt/family questions throughout meeting E6
7 Listened without interruption Allowed silence Demonstrated non-verbal cues of empathy/engagement 10. Documentation Yes No n/a Documented date and time of meeting in the chart Documented members present for meeting Summarized content of meeting accurately in chart Documented family understanding of patient condition Documented decision-making and subsequent plan Documented and coordinated care to meet family support needs Documented challenges including resolution and/or ongoing issues C. Reflection on communication skills during Family Meeting: 1. Did you perform the skills identified above (Section A)? Yes No 2. What went smoothly for you during this encounter? 3. What was most challenging for you about this encounter? 4. What do you take away from this encounter (i.e. take-home point)? 5. What skill would you like to work on during the next family meeting? E7
8 Appendix E5. Instructional objectives and educational strategies for PCCM Fellows Communication Curriculum Instructional Objectives 1. Knowledge a) Describe importance of effective communication in MICU b) Explain five elements of patientcentered communication c) Recite techniques to foster patientcentered communication 2. Attitudes a) Reflect on one s competence to facilitate family meetings b) Identify barriers to effective communication in MICU 3. Skills a) Identify observable behavioral skills that enhance communication b) Employ cognitive & behavioral frameworks for discussions regarding goals of care c) Demonstrate proficiency in utilizing five key elements of patientcentered communication d) Perform self-assessment of communication skills after each family meeting Educational Strategies 1. Simulated family meeting to aid in the identification of areas for improvement in communication skills by comparing self-evaluation and evaluation by behavioral psychologist using a Family Meeting Behavioral Skills Checklist. 2. Three hour communication skills training workshop to introduce knowledge concepts interspersed with small group discussion and practice through role- play 3. Additional supervised practice: a. Structured observation of Palliative Care provider utilizing the Family Meeting Behavioral Skills Checklist (FMBSC) b. Supervised facilitation of family meeting with subsequent feedback using the FMBSC (minimum of two required per fellow per month in MICU) 4. One-hour group and self-reflection on experiences facilitating family meetings in conjunction with internal medicine residents at end of month rotation PCCM = Pulmonary & Critical Care Medicine Fellow; MICU = Medical intensive care unit; FMBSC = Family Meeting Behavioral Skills Checklist E8
9 Appendix E6. Summary of PCCM Fellows Communication Curriculum Evaluation Evaluation Methods MICU rotations Preintervention Postintervention Control Group Self-report Measures: Educational experience & attitudes* Clinical Communication Skills Self- Confidence survey Observational Measures: Simulate family meeting experience using FMBSC - includes self-evaluation and evaluation by behavioral psychologists Faculty formative feedback after family meetings using FMBSC PCCM=Pulmonary and Critical Care Medicine; MICU=Medical Intensive Care Unit; FMBSC=Family Meeting Behavioral Skills Checklist; * See Appendix E1; See Appendix E2; See Appendix E3; See Appendix E4. E9
10 Appendix E7. Summary of types and perceived value of prior communication skills education reported by 15 PCCM fellows during residency training prior to fellowship. Type of communication skills training N Mea n Std Dev Not Helpful Freq (%) Minimally Helpful Freq (%) Helpful Freq (%) Very Helpful Freq (%) Lectures (7.1) 6 (42.9) 5 (35.7) 2 (14.3) Small group discussions (7.7) 2 (15.4) 8 (61.5) 2 (15.4) Simulated encounters with peers (role play) or standardized patients (16.7) 3 (25.0) 4 (33.3) 3 (25.0) Modeling by other residents (8.3) 2 (16.7) 8 (66.7) 1 (8.3) Modeling by fellows (9.1) 1 (9.1) 6 (54.5) 3 (27.3) Modeling by attendings (7.7) 0 (0) 6 (46.2) 6 (46.2) PCCM=Pulmonary and Critical Care Medicine; Std Dev=Standard Deviation; Freq=Frequency E10
11 Appendix E8. Summary of communication skills, concepts, and/or techniques experienced by 15 PCCM fellows during residency training prior to fellowship. During your residency, were you explicitly taught how to: Frequency % deliver bad news discuss uncertainty in illness trajectory facilitate a DNR discussion assess patient and/or family concerns (e.g. spiritual, psychological, social) document a family meeting in the medical record lead/facilitate a family meeting elicit patient and/or perceptions of illness prepare for a family meeting foster shared decision-making attend to emotion During your residency, which of these communication techniques did you learn? Freqs Pct Active listening Tell me more Patient-centered communication Reflective questioning Ask-tell-ask Hope/worry technique for managing uncertainty SPIKES mnemonic for breaking bad news NURSE mnemonic for attending to emotion VALUE mnemonic for facilitating a family meeting PCCM=Pulmonary and Critical Care Medicine; DNR=Do Not Resuscitate E11
12 References 1. Back A, Arnold R, Baile W, Tulsky J, Kelly Fryer-Edwards. Oncotalk Module 1: Fundamental Communication Skills [Internet]. [Accessed 2014 August]. Available from: 2. Baile WF, Buckman R, Lenzi R, Glober G, Beale EA, Kudelka AP. SPIKES A six-step protocol for delivering bad news: application to the patient with cancer. The Oncologist 2000; 5: Curtis JR, Patrick DL, Shannon SE, Treece PD, Engelberg RA, Rubenfeld GD. The family conference as a focus to improve communication about end-of-life care in the intensive care unit: opportunities for improvement. Crit Care Med 2001; 29:Suppl 2:N26-N Back A, Arnold RM, Tulsky J. Mastering communication with seriously ill patients: balancing honesty with empathy and hope. Cambridge University Press, New York, NY; Back AL, Arnold RM, Quill TE. Hope for the best, and prepare for the worst. Ann Intern Med 2003; 138: Buckman R. Breaking Bad News: A guide for health care professionals. Baltimore, MD: The Johns Hopkins University Press; King A, Hoppe RB. Best Practice for patient-centered communication: a narrative review. J Grad Med Ed 2013;5: E12
Effective Patient Communication
Effective Patient Communication Module 2: Sharing Bad News Module development supported by a grant from the Picker Institute / Gold Foundation 2010 Challenge Grant Learning Objectives Define bad news Demonstrate
More informationWhat is a family meeting?
THE FAMILY MEETING OBJECTIVES Review what a family meeting entails, the goals and under what circumstances one should be held. Provide an approach to communication between providers and patients. Learn
More informationA Roadmap to Teach Senior Residents to Facilitate Debriefings after Critical Incidents
A Roadmap to Teach Senior Residents to Facilitate Debriefings after Critical Incidents Amanda D. Osta, MD Janet R. Serwint, MD Megan E. McCabe, MD Annamaria T. Church, MD Albina S. Gogo, MD Ann Burke,
More informationCommunicating Difficult News
The Education in Palliative and End-of-life Care program at Northwestern University Feinberg School of Medicine, created with the support of the American Medical Association and the Robert Wood Johnson
More informationInformation for Staff. Guidelines for Communicating Bad News with Patients and their Families
Information for Staff Guidelines for Communicating Bad News with Patients and their Families March 2006 COMMUNICATING BAD NEWS WITH PATIENTS AND THEIR FAMILIES INTRODUCTION As health care professionals
More informationACTIVE LISTENING AND EMPATHIC RESPONSE
Ref. no.: 2--RO-KA2-29 ACTIVE LISTENING AND EMPATHIC RESPONSE Active listening is the process of listening to others in order to understand their ideas, opinions and feelings and to demonstrate you have
More information2 Palliative Care Communication
2 Palliative Care Communication Issues Joshua Hauser Abstract Difficult conversations for patients and families can be challenging for physicians and other healthcare providers as well. Optimal preparation
More informationCommunication with patients and their families. Kenneth Youngstein
Communication with patients and their families Kenneth Youngstein Who am I? Born in New York, raised in Italy University of Sussex (UK) Experimental Psychology Chimpanzee field research Uganda Yerkes Primate
More informationPalliative Care Competencies for Occupational Therapists
Principles of Palliative Care Demonstrates an understanding of the philosophy of palliative care Demonstrates an understanding that a palliative approach to care starts early in the trajectory of a progressive
More informationHospice Isle of Man Education Prospectus 2018
Hospice Isle of Man Education Prospectus 2018 Leading the Way in Palliative Care Introduction The need for palliative and end of life care is changing, with increasing demands and complexity for patients
More informationDiagnosis and Initial Treatment of Ischemic Stroke
Supporting Evidence: Diagnosis and Initial Treatment of Ischemic Stroke The subdivisions of this section are: Appendix B ICSI Shared Decision-Making Model Copyright 2016 by 1 Eleventh Edition/December
More informationPart C: Section C.6. Leading a Debriefing Session. Part C: Managing Emotions After Difficult Patient Care Experiences
Part C: Section C.6 Leading a Debriefing Session Part C: Managing Emotions After Difficult Patient Care Experiences 1 Objectives o Identify situations following which debriefing sessions would be beneficial
More informationPLACEMENT OPENINGS: Two Post-Doctoral Residency positions are available for our Integrated Behavioral Health track
San Mateo Medical Center Medical Psychiatry Services 222 W. 39 th Ave. San Mateo, CA 94403 (650)573-2760 PLACEMENT OPENINGS: Two Post-Doctoral Residency positions are available for our Integrated Behavioral
More informationAdvance Care Planning Communication Guide: Overview
Advance Care Planning Communication Guide: Overview The INTERACT Advance Care Planning Communication Guide is designed to assist health professionals who work in Nursing Facilities to initiate and carry
More informationEssential Skills and Abilities Requirements for Admission, Promotion, and Graduation in the Pharmacy Program
Essential Skills and Abilities Requirements for Admission, Promotion, and Graduation in the Pharmacy Program INTRODUCTION The College of Pharmacy at the University of Manitoba is responsible to society
More informationQuestionnaire on family experiences of ICU quality of care
Questionnaire on family experiences of ICU quality of care (name of actual ICU) 1 This questionnaire is about experiences that you and your family member (the patient) had during his or her stay in the
More informationPain Management Education for Nurses: Simulation vs. Traditional Lecture A Comparative Parallel-group Design Study
Pain Management Education for Nurses: Simulation vs. Traditional Lecture A Comparative Parallel-group Design Study ASPMN Annual Conference September 16, 2017 Esther I. Bernhofer, PhD, RN-BC, CPE Nichole
More informationE-Learning Module B: Introduction to Hospice Palliative Care
E-Learning Module B: Introduction to Hospice Palliative Care This Module requires the learner to have read Chapter 2 of the Fundamentals Program Guide and the other required readings associated with the
More informationINSTITUTE FOR FAMILY-CENTERED CARE 7900 WISCONSIN AVE. SUITE 405 BETHESDA MD PHONE FAX
INSTITUTE FOR FAMILY-CENTERED CARE 7900 WISCONSIN AVE. SUITE 405 BETHESDA MD 20814 PHONE 301-652-0281 FAX 301-652-0186 www.familycenteredcare.org ARE FAMILIES CONSIDERED VISITORS IN OUR HOSPITAL OR UNIT?
More informationWow ADVANCE CARE PLANNING The continued Frontier. Kathryn Borgenicht, M.D. Linda Bierbach, CNP
Wow ADVANCE CARE PLANNING The continued Frontier Kathryn Borgenicht, M.D. Linda Bierbach, CNP Objectives what we want to accomplish Describe the history of advance care planning Discuss what patients/families
More informationPrevention of Sexual Abuse of Patients. Introductory Instructor s Guide for Educational Programs in Medical Radiation Technology
Prevention of Sexual Abuse of Patients Introductory Instructor s Guide for Educational Programs in Medical Radiation Technology Table of Contents Introduction...1 About the Guide... 1 Purpose of the Guide...
More informationAdvance Care Planning: the Clients Perspectives
Dr. Yvonne Yi-wood Mak; Bradbury Hospice / Pamela Youde Nethersole Eastern Hospital Correspondence: fangmyw@yahoo.co.uk Definition Advance care planning [ACP] is a process of discussion among the patient,
More informationA Specialist Palliative Care Nurses Competency Framework Helen Butler Education Team Leader Mercy Hospice Auckland
A Specialist Palliative Care Nurses Competency Framework Helen Butler Education Team Leader Mercy Hospice Auckland The aim of this session To refresh our memories about what a competency is To give a bit
More informationThis document applies to those who begin training on or after July 1, 2013.
Objectives of Training in the Subspecialty of Occupational Medicine This document applies to those who begin training on or after July 1, 2013. DEFINITION 2013 VERSION 1.0 Occupational Medicine is that
More informationThe Milestones provide a framework for the assessment
The Transitional Year Milestone Project The Milestones provide a framework for the assessment of the development of the resident physician in key dimensions of the elements of physician competency in a
More informationCOPIC Objectives and Expectations
COPIC Objectives and Expectations Goals: 1. Familiarize residents with how the state s medical malpractice insurer functions 2. Gain knowledge of process of malpractice claims work 3. Understand the most
More informationNeurocritical Care Fellowship Program Requirements
Neurocritical Care Fellowship Program Requirements I. Introduction A. Definition The medical subspecialty of Neurocritical Care is devoted to the comprehensive, multisystem care of the critically-ill neurological
More informationA Relationship-Centered Approach to Chronic Pain
Kindred Clinical Impact Symposium: Pain Across the Continuum A Relationship-Centered Approach to Chronic Pain VJ Velez, MD 11 9 2016 Louisville, KY The Cleveland Clinic Center for Medical Art & Photography
More informationBreaking bad news: issues relating to nursing practice
CONTINUING PROFESSIONAL CPDDEVELOPMENT Page 60 Breaking bad news multiple choice questionnaire Page 61 Read Chris Carter s practice profile on chest drainage Page 62 Guidelines on how to write a practice
More informationSUPERVISION POLICY. Pulmonary and Critical Care Medicine (PCCM)
Definitions Resident: Roles, Responsibilities and Patient Care Activities of Fellow Pulmonary and Critical Care Medicine (PCCM) University of Washington Medical Center Harborview Medical Center Seattle
More informationPayment Reforms to Improve Care for Patients with Serious Illness
Payment Reforms to Improve Care for Patients with Serious Illness Discussion Draft March 2017 Payment Reforms to Improve Care for Patients with Serious Illness Page 2 PAYMENT REFORMS TO IMPROVE CARE FOR
More informationIMPACT OF SIMULATION EXPERIENCE ON STUDENT PERFORMANCE DURING RESCUE HIGH FIDELITY PATIENT SIMULATION
IMPACT OF SIMULATION EXPERIENCE ON STUDENT PERFORMANCE DURING RESCUE HIGH FIDELITY PATIENT SIMULATION Kayla Eddins, BSN Honors Student Submitted to the School of Nursing in partial fulfillment of the requirements
More informationLSUHSC-New Orleans School of Medicine. Critical Concepts Senior Rotation. Student Handbook
LSUHSC-New Orleans School of Medicine Critical Concepts Senior Rotation Student Handbook 2012-2013 CONTACT INFORMATION Course Director: Jennifer Avegno, MD Clerkship Director Room 543 University Hospital
More informationTitle & Subtitle can. accc-cancer.org March April 2017 OI
Spiritual Care Title & Subtitle can of Cancer Patients knockout of image 30 accc-cancer.org March April 2017 OI BY REV. LORI A. MCKINLEY, MDIV, BCC A pilot study of integrated multidisciplinary care planning
More informationManaging physician-family conflict during end of life care on the Intensive Care Unit
Managing physician-family conflict during end of life care on the Intensive Care Unit Clinical Problem A ninety year old man, JA, was admitted to the Intensive Care Unit (ICU) following an out of hospital
More informationModule 1 Program Description
Module 1 Program Description Palliative Care Program Description 1. What type(s) of communities does your palliative care program serve? Check all that apply. Urban Suburban Rural 2. Which counties does
More informationPerceptions of the role of the hospital palliative care team
NTResearch Perceptions of the role of the hospital palliative care team Authors Catherine Oakley, BSc, RGN, is Macmillan lead cancer nurse, St George s Hospital NHS Trust, London; Kim Pennington, BSc,
More informationUnit 301 Understand how to provide support when working in end of life care Supporting information
Unit 301 Understand how to provide support when working in end of life care Supporting information Guidance This unit must be assessed in accordance with Skills for Care and Development s QCF Assessment
More informationStrategies to Improve Medication Adherence It Can Be SIMPLE
Strategies to Improve Medication Adherence It Can Be SIMPLE Shane Greene, Pharm.D. Director of Pharmacy Services Care N Care Insurance Company, Inc. Objectives Pharmacists: Identify predictors of medication
More informationTeaching end of life communication in the Emergency Department using high-fidelity simulation scenarios
Teaching end of life communication in the Department using high-fidelity simulation scenarios RA Stefan 1,2 MD MSc FRCPC S DeSousa 2 BSc RRT 1 Division of, University of Toronto 2 Sunnybrook Health Sciences
More informationI WOULD RECOMMEND INCORPORATING RECOMMENDATIONS INTO SHARED DECISION MAKING
I WOULD RECOMMEND INCORPORATING RECOMMENDATIONS INTO SHARED DECISION MAKING JENNY WEI DO UNIVERSITY OF UTAH SCHOOL OF MEDICINE DEPARTMENT OF INTERNAL MEDICINE NOTHING TO DISCLOSE DISCLOSURES OBJECTIVES
More informationThe Courteous Consult: A CONSULT Card and Training to Improve Resident Consults
The Courteous Consult: A CONSULT Card and Training to Improve Resident Consults Anna Podolsky, AB David T. Stern, MD, PhD Lauren Peccoralo, MD, MPH Abstract Background Communication and courtesy are important
More informationPolicies and Procedures for In-Training Evaluation of Resident
Policies and Procedures for In-Training Evaluation of Resident First Edition Dec. 2013 This policy and procedure was approved by the Board of Trustee of Kuwait Institute for Medical Specialization (KIMS)
More informationSupport Worker. Island Crisis Care Society. Function. Qualifications. Job Description
Island Crisis Care Society Job Description Support Worker Job Site: Sophia House Effective: Tuesday, March 09, 2010 Reports to: Sophia House Manager Revised: Wage Rate: Effective until March 31, 2011 Classification
More informationPatient-physician communication about end-of-life care for patients with severe COPD
Eur Respir J 2004; 24: 200 205 DOI: 10.1183/09031936.04.00010104 Printed in UK all rights reserved Copyright #ERS Journals Ltd 2004 European Respiratory Journal ISSN 0903-1936 CLINICAL FORUM Patient-physician
More informationShark Tank: High Value Care Curriculum for Internal Medicine Interns. Heather Sateia, MD April 17, 2015
Shark Tank: High Value Care Curriculum for Internal Medicine Interns Heather Sateia, MD April 17, 2015 Outline Definitions Current state of HVC education My proposed project and why it matters Why my project
More informationPSYCHOLOGY EXTERNSHIP TRAINING BROCHURE
PSYCHOLOGY EXTERNSHIP TRAINING BROCHURE Psychology Externship Training Staff Yana Dubinsky, Psy.D. Training Director Shauna R. Freedman, Psy.D. Assistant Training Director Paul C. Kredow, Psy.D. Chief
More informationMcGill University. Academic Pediatrics Fellowship Program. Program Description And Learning Objectives
McGill University Academic Pediatrics Fellowship Program Program Description And Learning Objectives Updated May 2018 Introduction: The Pediatrics Residency Program of McGill University offers advanced
More informationORIGINAL INVESTIGATION. Abandonment at the End of Life From Patient, Caregiver, Nurse, and Physician Perspectives
ORIGINAL INVESTIGATION Abandonment at the End of Life From Patient, Caregiver, Nurse, and Physician Perspectives Loss of Continuity and Lack of Closure Anthony L. Back, MD; Jessica P. Young, MS; Ellen
More informationClinical Specialist: Palliative/Hospice Care (CSPHC)
Clinical Specialist: Palliative/Hospice Care (CSPHC) This certification level is for certified chaplains and spiritual care practitioners who are directly involved in providing hospice and/or palliative
More informationJOB DESCRIPTION SPECIALTY GRADE Hospice
JOB DESCRIPTION SPECIALTY GRADE Hospice Fixed Term initially 6 months The Heart of Kent Hospice is an independent hospice, which opened its services in West Kent in 1990 and provides a full range of specialist
More informationWhen and How to Introduce Palliative Care
When and How to Introduce Palliative Care Phil Rodgers, MD FAAHPM Associate Professor, Departments of Family Medicine and Internal Medicine Associate Director for Clinical Services, Adult Palliative Medicine
More informationAppendix: Assessments from Coping with Cancer
Appendix: Assessments from Coping with Cancer Primary Independent Variable of Interest (assessed at baseline with medical chart review and confirmed with clinician) 1. What treatments is the patient currently
More informationCOMBINED INTERNAL MEDICINE & PEDIATRICS Department of Medicine, Department of Pediatrics SCOPE OF PRACTICE PGY-1 PGY-4
Definition and Scope of Specialty The Internal Medicine/Pediatrics residency program is a voluntary component in the continuum of the educational process of physician training; such training may take place
More informationCURRICULUM ON PATIENT CARE MSU INTERNAL MEDICINE RESIDENCY PROGRAM
CURRICULUM ON PATIENT CARE MSU INTERNAL MEDICINE RESIDENCY PROGRAM Faculty representative: Venu Chennamaneni, MD Original document by: Davoren Chick, MD, Kelly Morgan, MD Resident Representative: None
More informationOklahoma Health Care Authority. ECHO Adult Behavioral Health Survey For SoonerCare Choice
Oklahoma Health Care Authority ECHO Adult Behavioral Health Survey For SoonerCare Choice Executive Summary and Technical Specifications Report for Report Submitted June 2009 Submitted by: APS Healthcare
More informationLanguage Access in Primary Care: Interpreter Services
Language Access in Primary Care: Interpreter Services Onelis Quirindongo, MD Ramona DeJesus, MD Juan Bowen, MD Primary Care Internal Medicine Mayo Clinic 21 Million in US speak English less than very well
More informationObservable Practice Activities Pediatric Psychology Post-doctoral Fellowship Marshfield Clinic
Observable Practice Activities Pediatric Psychology Post-doctoral Fellowship Marshfield Clinic Fellows will primarily consult to the following 3 units: Pediatrics, the Pediatric Intensive Care Unit (PICU),
More informationPediatric Residents. A Guide to Evaluating Your Clinical Competence. THE AMERICAN BOARD of PEDIATRICS
2017 Pediatric Residents A Guide to Evaluating Your Clinical Competence THE AMERICAN BOARD of PEDIATRICS Published and distributed by The American Board of Pediatrics 111 Silver Cedar Court Chapel Hill,
More informationCURRICULUM ON INTERPERSONAL AND COMMUNICATION SKILLS MSU INTERNAL MEDICINE RESIDENCY PROGRAM. Revision date: December 2014 TEC approval date: 1/21/15
CURRICULUM ON INTERPERSONAL AND COMMUNICATION SKILLS MSU INTERNAL MEDICINE RESIDENCY PROGRAM Faculty representative: Resident Representative: Heather S. Laird-Fick, MD, MPH Justin Oneese, MD Revision date:
More informationGoal #1: Mastery of Clinical Knowledge with Integration of Basic Sciences
Goal #1: Mastery of Clinical Knowledge with Integration of Basic Sciences Objective #1: To demonstrate comprehension of core basic science knowledge 1.1a) demonstrate knowledge of the basic principles
More informationPSYCHOSOCIAL ASPECTS OF PALLIATIVE CARE IN MENTAL HEALTH SETTINGS. Dawn Chaitram BSW, RSW, MA Psychosocial Specialist
PSYCHOSOCIAL ASPECTS OF PALLIATIVE CARE IN MENTAL HEALTH SETTINGS Dawn Chaitram BSW, RSW, MA Psychosocial Specialist WRHA Palliative Care Program April 19, 2017 OUTLINE Vulnerability and Compassion Addressing
More informationPediatric Neonatology Sub I
Course Goals Goals 1. Provide patient care that is compassionate, appropriate and effective for the treatment of health problems. 2. Recommend and interpret common diagnostic tests and vital signs. 3.
More informationLessons On Dying. What Patients Taught Me That Was Missing From Medical School. By Amberly Orr
Lessons On Dying { What Patients Taught Me That Was Missing From Medical School By Amberly Orr Carve your name on hearts, not tombstones. A legacy is etched into the minds of others and the stories they
More informationSkills Assessment. Monthly Neonatologist evaluation of the fellow s performance
Patient Care Interviews patients The Y1 will be able to verbally obtain an accurate history on new NICU: Observation of Neonatologist evaluating a Goal: Practice patient care accurately and effectively
More informationA Career in Palliative Medicine in the West Midlands
A Career in Palliative Medicine in the West Midlands What is Palliative Medicine? Palliative medicine is the active holistic care of patients with advanced life limiting illness. The job involves symptom
More informationExperiential Communications Curriculum to Improve Resident Preparedness When Responding to Discriminatory Comments in the Workplace
Experiential Communications Curriculum to Improve Resident Preparedness When Responding to Discriminatory Comments in the Workplace Christine March, MD Lorne W. Walker, MD, PhD Regina L. Toto, MD ABSTRACT
More informationTable S1 KEYWORDS USED TO SEARCH THE LITERATURE
Table S1 KEYWORDS USED TO SEARCH THE LITERATURE COPD, CHRONIC OBSTRUCTIVE PULMONARY DIS*", CHRONIC OBSTRUCTIVE AIRWAY DIS*, CHRONIC LUNG DIS*, CHRONIC LUNG ILLNESS, CHRONIC PULMONARY ILLNESS, CHRONIC PULMONARY
More information4th Australasian Natural Hazards Management Conference 2010
4th Australasian Natural Hazards Management Conference 2010 Advances in Psychological First Aid Dr Sarb Johal Massey University Department of Health, UK nzpsych.blip.tv sarb@equanimity.co.nz What is Psychological
More informationStation Name: Mrs. Smith. Issue: Transitioning to comfort measures only (CMO)
Station Name: Mrs. Smith Issue: Transitioning to comfort measures only (CMO) Presenting Situation: The physician will meet with Mrs. Smith s children to update them on her condition and determine the future
More informationEvaluating the Impact of Pain Management (PM) Education on Physician Practice Patterns A Continuing Medical Education (CME) Outcomes Study
J Canc Educ (2010) 25:224 228 DOI 10.1007/s13187-010-0040-y Evaluating the Impact of Pain Management (PM) Education on Physician Practice Patterns A Continuing Medical Education (CME) Outcomes Study L.
More informationObjectives. Caring Communication. Communication is The process of sharing information 2/12/2014
Objectives Define the concept of Caring Communication Caring Communication Julia Rouse MN RN OCN Clinical Educator Swedish/Edmonds Identify the role of the nurse Examine barriers to caring communication
More informationAdministrative Approval: Vice President of Professional Services
Title: Psychosocial Distress Screening Policy Aspect of Care/Service: Continuum of Cancer Care Submitted by: Senior Oncology Nurse Navigator Committee Review: Clinical Practice (preliminary review 1/9/14)
More informationhttps://www.new-innov.com/evaluationforms/evaluationformshost.aspx?data=ilai7qy...
Page 1 of 6 Ambulatory Assessment of Resident [Subject Name] [Subject Status] [Evaluation Dates] [Subject Rotation] Evaluator [Evaluator Name] [Evaluator Status] 1) Was a feedback session held with the
More informationQUALIFICATION HANDBOOK
QUALIFICATION HANDBOOK Level 2, 3 & 5 Awards and Certificates in End of Life Care (3571-02-03-04-05) May 2013 Version 5.0 Qualification at a glance Subject area City & Guilds number 3571 End of life care
More informationConvening Difficult Conversations
Convening Difficult Conversations October 27, 2017 Presenter-Lores Vlaminck, MA, BSN, RN, CHPN Grandmother of 10 wonderful grandkids! Nurse Consultant for: Hospice Palliative Care Assisted Living Home
More informationDRAFT. II) Teaching Methods
Education Goals and Objectives for the Right Heart Catheterization and Hemodynamics Elective Rotation Pulmonary/Critical Care Medicine Fellowship Program University of Nebraska Medical Center Created:
More informationTherapeutic Communication. By Molly Becker Susan D. Flynn Oncology Nursing Fellow Hospital of UPenn
Therapeutic Communication By Molly Becker Susan D. Flynn Oncology Nursing Fellow Hospital of UPenn Outline Discuss background/rationale for research and research question Defining therapeutic communication
More informationINTERPROFESSIONAL TRAUMA CONFERENCE
INTERPROFESSIONAL TRAUMA CONFERENCE FAMILY-CENTRED CARE IN PEDIATRIC TRAUMA: A REVIEW OF THE BEST PRACTICES IN A PEDIATRIC INTENSIVE CARE UNIT Montréal, September 28, 2018 PEDIATRIC INTENSIVE CARE UNIT
More informationA HOSPITAL SELF-ASSESSMENT INVENTORY
Strategies for Leadership A HOSPITAL SELF-ASSESSMENT INVENTORY Developed by Sponsored by Strategies for Leadership A HOSPITAL SELF-ASSESSMENT INVENTORY Patient- and family-centered care is an approach
More information1 Stand-Alone 2 Co-located (or embedded)
MODULE 1. Office/Clinic Program Description and Metrics Outpatient Clinic / Office-based Practice Description 1.A Data for [YEAR] reported for: 1.B Service Setting 1 Is this program serving an urban, suburban
More informationITT Technical Institute. NU260 Maternal Child Nursing SYLLABUS
ITT Technical Institute NU260 Maternal Child Nursing SYLLABUS Credit hours: 8 Contact/Instructional hours: 160 (40 Theory Hours, 120 Clinical Hours) Prerequisite(s) and/or Corequisite(s): Prerequisites:
More informationEnd of Life Care. LONDON: The Stationery Office Ordered by the House of Commons to be printed on 24 November 2008
End of Life Care LONDON: The Stationery Office 14.35 Ordered by the House of Commons to be printed on 24 November 2008 REPORT BY THE COMPTROLLER AND AUDITOR GENERAL HC 1043 Session 2007-2008 26 November
More informationEducational Goals & Objectives
Educational Goals & Objectives Primary care physicians are involved with patients over the course of their lives. Many of these patients will develop serious and/or life-threatening illnesses that affect
More informationBedside Teaching Creating Competent Physicians
Bedside Teaching Creating Competent Physicians "The student begins with the patient, continues with the patient and ends his studies with the patient, using books and lectures as tools as means to an end
More informationTitle: Training Residents in Behavioral Health Service Delivery in Primary Care: A Demonstration Project
8716210 APPLICANT INFORMATION Applicant Name: Jeffrey Shahidullah Institution/School: Geisinger Health System Highest Degree Completed: PhD Position: Postdoc/Fellow If student, year in school: Are you
More informationCourse Title FUNCTIONAL ASSESSMENT OF PATIENTS WITH CARDIOVASCULAR DISEASES
Course Title FUNCTIONAL ASSESSMENT OF PATIENTS WITH CARDIOVASCULAR DISEASES Director Judith Regensteiner, Ph.D., Professor of Medicine Director, Clinical Treadmill Laboratory, UCHSC Background & Objectives
More informationAudit Report. Audit of Living and Dying Well based on Patient Experience of Non-Specialist Palliative Care. September 2012
St Margaret of Scotland Hospice Open to All in Need of Care Audit Report Audit of Living and Dying Well based on Patient Experience of Non-Specialist Palliative Care September 2012 Mitchell Jennifer (*),
More informationOncology Nursing Society. DRAFT General Oncology Nursing Competencies. # Competency Statement Measurement Teamwork
Teamwork Defines the core principles of the interprofessional care team, including that practiced in the current setting, within the specialty of oncology. Outlines the role and contributions of the nurse,
More informationTOPIC 9 - THE SPECIALIST PALLIATIVE CARE TEAM (MDT)
TOPIC 9 - THE SPECIALIST PALLIATIVE CARE TEAM (MDT) Introduction The National Institute for Clinical Excellence has developed Guidance on Supportive and Palliative Care for patients with cancer. The standards
More informationCheck all that apply [TEXT] if administered by a health system, select health system.
MODULE 1. Home Health Program Description and Metrics Home Health Program Description 1 Is this program serving an urban, suburban or rural 1 Urban community? 2 Suburban 3 Rural 2 Who administers your
More informationCore competencies* for undergraduate students in clinical associate, dentistry and medical teaching and learning programmes in South Africa
Core competencies* for undergraduate students in clinical associate, dentistry and medical teaching and learning programmes in South Africa Developed by the Undergraduate Education and Training Subcommittee
More informationWelcome. Self-Care Basics in HCH Settings. Tuesday, January 8, We will begin promptly at 1 p.m. Eastern.
Welcome Self-Care Basics in HCH Settings 1 Tuesday, January 8, 2013 We will begin promptly at 1 p.m. Eastern. Event Host: Victoria Raschke, MA Director of TA and Training National Health Care for the Homeless
More informationObjectives. Integrating Palliative Care Principles into Critical Care Nursing
1 Integrating Palliative Care Principles into Critical Care Nursing It s the Caring, Compassionate, Holistic, Patient and Family Centered, Better Communication, Keeping my patient comfortable amidst the
More informationOccupation Description: Responsible for providing nursing care to residents.
NOC: 3152 (2011 NOC is 3012) Occupation: Registered Nurse Occupation Description: Responsible for providing nursing care to residents. Key essential skills are: Document Use, Oral Communication, Problem
More informationHealth Literacy & Palliative Care: Nurse Training
Health Literacy & Palliative Care: Nurse Training Elaine Wittenberg, PhD Associate Professor, Nursing Research & Education City of Hope Presented at: Institute of Medicine Roundtable on Health Literacy
More informationDimension: I. Care Facilitation Specific Skills. Skill Rating Fail Pass
T RI- S E R V I C E BHCF CORE C O M P E T E N C Y T OOL BHCF: Date: Trainer: A certified BHCF Trainer rates the BHCF trainee skill level based on their observations of trainee performance of each dimension.
More informationExperiential Education
Experiential Education Experiential Education Page 1 Experiential Education Contents Introduction to Experiential Education... 3 Experiential Education Calendar... 4 Selected ACPE Standards 2007... 5 Standard
More informationU.H. Maui College Allied Health Career Ladder Nursing Program
U.H. Maui College Allied Health Career Ladder Nursing Program Progress toward level benchmarks is expected in each course of the curriculum. In their clinical practice students are expected to: 1. Provide
More informationPlan. Iowa. Nicole Peterson, DNP, ARNP. Jane Dohrmann, MSW, LISW. The POLST Paradigm 4/6/ minute presentation 15 minutes questions/answers
The POLST Paradigm in Nursing Homes The POLST Paradigm in Nursing Homes Presenters Jane Dohrmann Nicole Peterson Mercedes Bern Klug Hand out of presentation available: http://clas.uiowa.edu/socialwork/nursing
More information