Learning about the Patient: an innovative interprofessional dementia and delirium education programme
Author(s)
Teodorczuk, A
Mukaetova-Ladinska, E
Corbett, S
Welfare, M
Griffith University Author(s)
Year published
2014
Metadata
Show full item recordAbstract
Background : Patients with
confusion (delirium and dementia)
in the general hospital
environmentare more likely to
have negative health outcomes
compared with other patients.
Poor team and individual
practice is partly responsible for
this, and a training gap has
been described. We report an
innovative interprofessional
teaching intervention that is
founded on robust medical
education research fi ndings, and
has the potential to improve
staff practice.
Innovation : A 2–day programme
is described that seeks to
address previously identifi ed
learning needs in relation to
managing the confused older
patient. The programme ...
View more >Background : Patients with confusion (delirium and dementia) in the general hospital environmentare more likely to have negative health outcomes compared with other patients. Poor team and individual practice is partly responsible for this, and a training gap has been described. We report an innovative interprofessional teaching intervention that is founded on robust medical education research fi ndings, and has the potential to improve staff practice. Innovation : A 2–day programme is described that seeks to address previously identifi ed learning needs in relation to managing the confused older patient. The programme is underpinned theoretically by learning from patients and carers, action learning and matching of teaching methods to aims (e.g. by the use of mindmaps to differentiate between dementia, delirium and depression). The programme has been implemented in Northumbria, England. Results : In total 48 health care professionals, representing 12 different professional groups, attended three courses. Findings suggest that the programme signifi cantly increases confi dence across six core domains towards managing the confused older patient (p < 0.001, Mann–Whitney U –test). Furthermore, the course addresses negative attitudes and empowers staff to introduce relevant practice change. Implications : These results are pertinent given the fi ndings of the Francis Inquiry, which identifi ed signifi cant care defi cits within a culture of failing to practice in a patient- centred manner. As the core material focuses on learning about the patient, rather than the disease process, this programme may help address these gaps. Arguably our fi ndings are of relevance to other innovators seeking to teach effectively in the hospital setting and improve patient care.
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View more >Background : Patients with confusion (delirium and dementia) in the general hospital environmentare more likely to have negative health outcomes compared with other patients. Poor team and individual practice is partly responsible for this, and a training gap has been described. We report an innovative interprofessional teaching intervention that is founded on robust medical education research fi ndings, and has the potential to improve staff practice. Innovation : A 2–day programme is described that seeks to address previously identifi ed learning needs in relation to managing the confused older patient. The programme is underpinned theoretically by learning from patients and carers, action learning and matching of teaching methods to aims (e.g. by the use of mindmaps to differentiate between dementia, delirium and depression). The programme has been implemented in Northumbria, England. Results : In total 48 health care professionals, representing 12 different professional groups, attended three courses. Findings suggest that the programme signifi cantly increases confi dence across six core domains towards managing the confused older patient (p < 0.001, Mann–Whitney U –test). Furthermore, the course addresses negative attitudes and empowers staff to introduce relevant practice change. Implications : These results are pertinent given the fi ndings of the Francis Inquiry, which identifi ed signifi cant care defi cits within a culture of failing to practice in a patient- centred manner. As the core material focuses on learning about the patient, rather than the disease process, this programme may help address these gaps. Arguably our fi ndings are of relevance to other innovators seeking to teach effectively in the hospital setting and improve patient care.
View less >
Journal Title
The Clinical Teacher
Volume
11
Issue
7
Subject
Clinical sciences
Curriculum and pedagogy
Medicine, nursing and health curriculum and pedagogy