Mixed-methods evaluation of a face-to-face educational intervention for health and social care professionals to deliver family-centred cancer supportive care when a parent with dependent children is at end of life

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Abstract

Objective: To deliver and evaluate an educational intervention to equip health and social care professionals (professionals) on how best to support parents at end of life with cancer concerning their dependent children (<18). Methods: An evidence-based and theory-driven face-to-face educational intervention was developed and evaluated using three levels of Kirkpatrick's Model of Evaluation. Pre-test, post-test surveys were completed immediately before-and-after the intervention using a validated self-efficacy scale and single-item questions evaluating perceived usefulness and relevance (levels one/two). Qualitative interviews ≥ 3-months post-intervention explored if, and how the intervention impacted professionals' practice (level three). Fourteen sessions were delivered at oncology settings to 347 professionals between 2021 and 2023. Two hundred seventy four professionals completed the pre-test survey, with 239 completing the post-test survey. Fourteen professionals were interviewed between three-and 19-months post-intervention. Results: Quantitative findings demonstrated a statistically significant improvement in self-efficacy post-educational intervention (p < 0.001). Qualitative data highlighted professionals gained new approaches to progress end of life conversations with parents, despite some familial resistance to sharing the reality of the situation with children. Positive intervention content shaping clinical practice included the bereaved parent's lived experience, communication framework and roleplay videos. Some professionals considered a booster session and opportunities to practice conversations necessary to further consolidate learning into practice. Conclusions: Evidence and theory-driven education can positively impact professionals' provision of family-centred cancer care. Future studies should explore the impact of this educational intervention on familial outcomes. Alongside a sustainable delivery of this intervention, advanced communication skills programmes should incorporate parent-child end of life conversations.

Original languageEnglish
Article numbere6374
Pages (from-to)1-11
Number of pages12
JournalPsycho-oncology
Volume33
Issue number7
Early online date8 Jul 2024
DOIs
Publication statusPublished (in print/issue) - Jul 2024

Bibliographical note

© 2024 The Author(s). Psycho‐Oncology published by John Wiley & Sons Ltd.

Data Access Statement

The data that supports the findings of this study are available at the Ulster University Repository and available on request from the first author. The data are not publicly available due to privacy and ethical restrictions. The study passed ethical committee review [FCNUR-21 078 and FCNUR-23-009].

Keywords

  • Kirkpatrick Model of Evaluation
  • cancer
  • children
  • educational intervention
  • end of life
  • family
  • family‐centred care
  • healthcare professionals
  • mixed methods
  • oncology
  • parents
  • social care professionals
  • support
  • family-centred care
  • Self Efficacy
  • Humans
  • Male
  • Terminal Care - psychology
  • Adult
  • Female
  • Surveys and Questionnaires
  • Child
  • Communication
  • Professional-Family Relations
  • Health Personnel - education - psychology
  • Parents - psychology - education
  • Qualitative Research
  • Neoplasms - psychology - therapy
  • Health Personnel/education
  • Parents/psychology
  • Terminal Care/psychology
  • Neoplasms/psychology

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