Faculty Development to Change the Paradigm of Communication Skills Teaching in Oncology

Duke University, Durham, North Carolina, United States
Journal of Clinical Oncology (Impact Factor: 17.88). 02/2009; 27(7):1137-41. DOI: 10.1200/JCO.2008.20.2408
Source: PubMed
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    ABSTRACT: Objectives To explore how family members of ICU patients at high risk of dying respond to nursing communication strategies. Background Family members of ICU patients may face difficult decisions. Nurses are in a position to provide support. Evidence of specific strategies that nurses use to support decision-making and how family members respond to these strategies is lacking. Methods This is a prospective, qualitative descriptive study involving the family members of ICU patients identified as being at high risk of dying. Results Family members described five nursing approaches: Demonstrating concern, building rapport, demonstrating professionalism, providing factual information, and supporting decision-making. This study provides evidence that when using these approaches, nurses helped family members to cope; to have hope, confidence, and trust; to prepare for and accept impending death; and to make decisions. Conclusion Knowledge lays a foundation for interventions targeting the areas important to family members and most likely to improve their ability to make decisions and their well-being.
    Heart and Lung The Journal of Acute and Critical Care 09/2014; 43(5). DOI:10.1016/j.hrtlng.2014.02.001 · 1.32 Impact Factor
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    ABSTRACT: Objectives To determine the effects of residents’ communication self-assessment and supervisor feedback on residents’ communication-competency awareness, on their patient-education competency, and on their patients’ opinion. Methods The program consisted of the implementation of a communication self-assessment and feedback process using videoed outpatient consultations (video-CAF). Residents wrote down communication learning objectives during the instruction and after each video-CAF session. Residents’ patient-education competency was assessed by trained raters, using the CELI instrument. Participating patients completed a questionnaire about the contact with their physician. Results Forty-four residents and 21 supervisors participated in 87 video-CAF sessions. After their first video-CAF session, residents wrote down more learning objectives addressing their control and rapport skills and their listening skills. Video-CAF participation improved residents’ patient-education competency, but only in their control and rapport skills. Video-CAF participation had no effect on patients’ opinion. Conclusions Video-CAF appears to be a feasible procedure and might be effective in improving residents’ patient-education competency in clinical practice. Practice implications Video-CAF could fill the existing deficiency of communication training in residency programs.
    Patient Education and Counseling 10/2014; DOI:10.1016/j.pec.2014.05.023 · 2.60 Impact Factor
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    ABSTRACT: Objective: Increasing evidence demonstrates the benefits of online cancer interventions but very little about the needs of those with pancreatic cancer or interaction with online providers. Our study was done to (1) see how many people would visit a webpage where they could interact with a palliative care nurse practitioner (PCNP), (2) see how many would ask the PCNP questions, (3) determine the type of questions, and (4) obtain feedback regarding the usefulness of the webpage. Method: Mixed-methods descriptive design. Results: There were 2174 visits to the webpage, and a total of 84 participants sent 110 questions/comments. Some 28 (33%) were people worried that they might have pancreatic cancer. Most questions (59, 53%) had to do with palliative care issues, with the largest subgroup (26, 23%) involving psychological concerns. A total of 39 completed an online survey and were relatives (20, 52%), or patients (17, 44%). They rated the webpage at 3.3/4 as being helpful at learning about the physical symptoms/treatments of pancreatic cancer, at 3.1/4 for learning about emotional issues, at 3/4 for learning about palliative care, at 2.8/4 for learning about hospice, and at 3.3/4 for reading other people's questions. Significance of results: The PCNP webpage was a helpful resource. Most asking questions were worried about having or getting pancreatic cancer. More research is needed into online providers, interventions, and conducting research online.
    Palliative and Supportive Care 06/2014; DOI:10.1017/S1478951514000637 · 0.98 Impact Factor


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Apr 8, 2015