Delivering and participating in a psycho-educational ......Delivering and participating in a...
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Delivering and participating in a psycho-educational intervention in palliative care – the perspectives of health professionals and family caregivers Maja Holm R.N. M.Sc. 1, 2 , Ida Carlander R.N. PhD. 2, 3 , Kristofer Årestedt R.N, PhD. 2, 4 , Carl-Johan Fürst M.D. PhD. 5 , Yvonne Wengström O.C.N. PhD. 1 , Joakim Öhlen R.N. PhD. 2, 6 & Anette Henriksson C.N.S. PhD. 1,2 Conclusions In the perspectives of health professionals and family caregivers, the psycho-educational intervention had important benefits and there was congruence between the two groups in that it provided reward and support. In order for health professionals to carry out psycho-educational interventions, they may be in need of support and supervision as well as securing appropriate time and resources in their everyday work. The intervention manual should be used flexibly with regards to the group characteristics. Karolinska Institutet Maja Holm, PhD-student Department of Neurobiology, care science and society Introduction In specialized palliative home care, family caregivers often take a great responsibility for the patient’s well- being and research has demonstrated that they are in need of education and support for the situation. A psycho-educational intervention for family caregivers has been designed based on the theoretical framework of Andershed & Ternestedt which describes the involvement of family caregivers in palliative home care in educational, emotional and practical dimensions. The theoretical framework was the basis for an intervention manual used by health professionals when delivering the intervention. Sample & Methods The intervention was delivered at 10 palliative home care units in Stockholm, Sweden. In total, 21 groups were held during 2013-2014. Data was collected through focus group discussions with 25 health professionals and individual interviews with 13 family caregivers who had taken part in the intervention. The two datasets were analyzed using the framework analysis approach. Aim The aim of this study is to explore the perspectives of health professionals and family caregivers of delivering and participating in a psycho-educational intervention for family caregivers in palliative home care. E-mail: [email protected] Telephone: +46766- 36 51 08 Web page: erstadiakoni.se/sv/pfc 1.Department of Neurobiology, Care Sciences & Society, Karolinska Institutet 2.Palliative Research Centre, Ersta Sköndal University College & Ersta Hospital 3.Department of Learning, Informatics, Management & Ethics, Karolinska Institutet 4.Department of Medical and Health Sciences, Linköping University. 5.Department of Medical Science, Lund University 6.Sahlgrenska Academy, University of Gothenburg Results • There was congruence between professionals and caregivers in their belief that delivering and participating in the intervention provided a positive and valuable experience. • The content of the manual was considered helpful, although it did not always apply to family caregivers’ individual situation. • Both groups viewed the intervention as a supportive tool to help make family caregivers better prepared for their situation. • Health professionals found that the work with the intervention demanded time and resources from them but delivering the intervention was still something that gave them satisfaction and confirmation in their work. Intervention content, topics & structure Sessions Session 1 Group leader + physician Session 2 Group leader (nurse) Session 3 Group leader + social worker/ priest Topic for the meeting Palliative care and symptom management. Daily life and practical nursing care Emotional reactions and grief The participants arrive The group leader welcomes and participants are offered coffee/tea and snacks. Topic for the day (60-90 min) A professional presents the topic of the day. Participants are invited to engage in a dialogue. Reflection (20-30 min) Participants are invited to reflect upon the topic of the day Conclusion and relaxation exercise (10 min) Conclusion and a short relaxation practice guided by the group leader.
Transcript of Delivering and participating in a psycho-educational ......Delivering and participating in a...
Delivering and participating in a psycho-educational intervention in palliative care – the perspectives of health professionals and family caregivers
Maja Holm R.N. M.Sc. 1, 2, Ida Carlander R.N. PhD. 2, 3 , Kristofer Årestedt R.N, PhD. 2, 4 , Carl-Johan Fürst M.D. PhD. 5, Yvonne Wengström O.C.N. PhD. 1, Joakim Öhlen R.N. PhD. 2, 6 & Anette Henriksson C.N.S. PhD. 1,2
Conclusions In the perspectives of health professionals and family caregivers, the psycho-educational intervention had important benefits and there was congruence between the two groups in that it provided reward and support. In order for health professionals to carry out psycho-educational interventions, they may be in need of support and supervision as well as securing appropriate time and resources in their everyday work. The intervention manual should be used flexibly with regards to the group characteristics.
Karolinska Institutet Maja Holm, PhD-student Department of Neurobiology, care science and society
Introduction In specialized palliative home care, family caregivers often take a great responsibility for the patient’s well-being and research has demonstrated that they are in need of education and support for the situation. A psycho-educational intervention for family caregivers has been designed based on the theoretical framework of Andershed & Ternestedt which describes the involvement of family caregivers in palliative home care in educational, emotional and practical dimensions. The theoretical framework was the basis for an intervention manual used by health professionals when delivering the intervention.
Sample & Methods The intervention was delivered at 10 palliative home care units in Stockholm, Sweden. In total, 21 groups were held during 2013-2014. Data was collected through focus group discussions with 25 health professionals and individual interviews with 13 family caregivers who had taken part in the intervention. The two datasets were analyzed using the framework analysis approach.
Aim The aim of this study is to explore the perspectives of health professionals and family caregivers of delivering and participating in a psycho-educational intervention for family caregivers in palliative home care.
E-mail: [email protected] Telephone: +46766- 36 51 08 Web page: erstadiakoni.se/sv/pfc
1.Department of Neurobiology, Care Sciences & Society, Karolinska Institutet 2.Palliative Research Centre, Ersta Sköndal University College & Ersta Hospital 3.Department of Learning, Informatics, Management & Ethics, Karolinska Institutet 4.Department of Medical and Health Sciences, Linköping University. 5.Department of Medical Science, Lund University 6.Sahlgrenska Academy, University of Gothenburg
Results • There was congruence between professionals and
caregivers in their belief that delivering and participating in the intervention provided a positive and valuable experience.
• The content of the manual was considered helpful, although it did not always apply to family caregivers’ individual situation.
• Both groups viewed the intervention as a supportive tool to help make family caregivers better prepared for their situation.
• Health professionals found that the work with the intervention demanded time and resources from them but delivering the intervention was still something that gave them satisfaction and confirmation in their work.
Intervention content, topics & structure Sessions Session 1 Group
leader + physician Session 2 Group leader (nurse)
Session 3 Group leader + social worker/ priest
Topic for the meeting
Palliative care and symptom management.
Daily life and practical nursing care
Emotional reactions and grief
The participants arrive
The group leader welcomes and participants are offered coffee/tea and snacks.
Topic for the day (60-90 min)
A professional presents the topic of the day. Participants are invited to engage in a dialogue.
Reflection (20-30 min)
Participants are invited to reflect upon the topic of the day
Conclusion and relaxation exercise (10 min)
Conclusion and a short relaxation practice guided by the group leader.
