Embedding Palliative Care Learning in Practice

Adult learning theories tell us that if people understand why something matters and can see its direct relevance to their role or responsibilities, they are more likely to commit to learning.

Test your knowledge (2.98MB pdf) is a quiz on death and dying matters that can spark conversation on death and dying, older people and aged care.

Your organisation could use the quiz to introduce a focused period of palliative care education activities, or even as a pre-and post-activity in conjunction with the palliAGED introduction modules, to explore changes in understanding.

Approaches that include scenario-based learning and which address common misconceptions can help learners connect new information with lived experience. The palliAGED Introduction Modules and associated companion manual, are designed to develop foundational knowledge in palliative care. The modules could be used to introduce a focused palliative care workshop or activity or included as part of a mandatory orientation program.

The ten modules can be added to in your in-house learning management system (LMS) at no cost. The recently updated modules have:

• tips for practice
• reference to the strengthened aged care quality standards
• a downloadable certificate of completion for attendance/engagement tracking
• and each module takes less than 10 minutes to complete.

For more information why not view the modules on our website, where you can also request more information on including them in your LMS. The Educators Guide includes Learning Modules at a glance (398kb pdf), a quick reference summary and mapping of each module to the strengthened Aged Care Quality Standards.

Adult learning theory emphasises that adults are more motivated to learn when the material connects directly to their current roles and responsibilities. The palliAGED educators guide to continued learning (454kb pdf) offers a series of brief palliative and end-of-life care learning activities, that can consolidate foundational learning towards building workforce capability and practice change.

Services can select from a suite of workplace based, post module activities. Options include:

• practical discussions (micro teaching and huddles)
• reflective exercises and prompts
• scenario based learning and case reviews
• service audits and documentation prompts.

The palliAGED resource Outcome 5.7: Evidence, education and clinical resources mapping (776kb pdf), may also be useful in finding palliAGED resources that have been mapped against key topics for themed workshop activities e.g. bereavement, cultural safety, workforce wellbeing.

Finally, the Educators guide to ongoing professional development (325kb pdf) offers a compiled list of further online learning and formal qualifications available in palliative and end-of-life care. Investing in developing capability in key staff members as a ‘champion’ can reduce variability and help provide safer and better coordinated palliative and end-of-life care.

The palliAGED education and practice outcomes checklist (1.01MB pdf), is informed by the Kirkpatrick model of evaluation, and is intended to help services reflect on changes in practice and service outcomes over time. [1] This final step examines how education contributes to meaningful improvements in practice, care quality and older person outcomes. Regular evaluation can demonstrate the value of ongoing education.

Evaluation will also support continuous improvement by showing what is working well and identifying areas that may need further work which can be included in planning next steps for workforce and service development.