Abstract
Constipation is one of the most common symptoms in palliative care, yet evidence suggest its management is based on inadequate experimental evidence. Whilst best practice guidelines exist, their implementation is suboptimal, warranting research to develop and implement an educational program in practice. This study aims to identify the key components of an educational intervention for HCPs for constipation management in a specialist palliative care (SPC) setting, and the processes for implementation.
Over a one-day workshop, five expert panels were convened using a modified nominal group technique. This structured, multi-step facilitated group meeting technique included: (1) silent generation of ideas and discussion; (2) further generation of ideas; (3) discussion and theming; and 4(ranking). Thirty-nine key stakeholders from clinical, management, education, and PPI backgrounds from across the UK and Ireland participated in the study. Content analysis was conducted using the consolidating framework for implementation research (CFIR).
Content agreed as important included constipation assessment and prevention, management, special cases of constipation, and practical skills development. Blended eLearning was the most popular approach, including time for reflection on knowledge and network building. Sessions were to be led by an expert multi-disciplinary team and last approximately one hour, delivered every other week for twelve weeks. Educational learning will be assessed three months post completed to enable reflection and implementation to occur within practice.
The findings identified the core components and implementation considerations of an educational intervention for constipation within SPC settings. Support from senior management and clear links to the wider healthcare and political agenda were equally important to ensure successful implementation. The findings support the CFIR for implementation of education in SPC settings.
Over a one-day workshop, five expert panels were convened using a modified nominal group technique. This structured, multi-step facilitated group meeting technique included: (1) silent generation of ideas and discussion; (2) further generation of ideas; (3) discussion and theming; and 4(ranking). Thirty-nine key stakeholders from clinical, management, education, and PPI backgrounds from across the UK and Ireland participated in the study. Content analysis was conducted using the consolidating framework for implementation research (CFIR).
Content agreed as important included constipation assessment and prevention, management, special cases of constipation, and practical skills development. Blended eLearning was the most popular approach, including time for reflection on knowledge and network building. Sessions were to be led by an expert multi-disciplinary team and last approximately one hour, delivered every other week for twelve weeks. Educational learning will be assessed three months post completed to enable reflection and implementation to occur within practice.
The findings identified the core components and implementation considerations of an educational intervention for constipation within SPC settings. Support from senior management and clear links to the wider healthcare and political agenda were equally important to ensure successful implementation. The findings support the CFIR for implementation of education in SPC settings.
| Original language | English |
|---|---|
| Journal | Palliative Medicine |
| Volume | 32 |
| Issue number | 1_Suppl |
| DOIs | |
| Publication status | Published (in print/issue) - 20 Apr 2018 |
