Abstract
Abstract
Aim This research describes a multi-modal Advance Care Planning Education (ACPEd) program aimed primarily at allied health staff and evaluated participants’ i) characteristics; ii) pre- and post-education self-assessed confidence, knowledge and skills; iii) perceived scope of practice, role identity and role legitimacy; and iv) change in clinical practice over time.
Background The research literature relating to continuing education outcomes for ACP does not include studies with allied health professionals, focusing predominantly on medical and nursing staff and students. This means that a sizable portion of the workforce may not be prepared to participate in, nor recognise the significance of ACP processes and documents.
Methods This research was conducted within the Sunshine Coast Health Service, Queensland, Australia in collaboration with the University of the Sunshine Coast and Queensland Office of Advance Care Planning using a non-randomised, single arm, mixed-methods study to evaluate participant’s responses over time. Quantitative analysis of participants’ experiences before and after participation in the education intervention, and thematic analysis of discussions during an online learning circle 2 months after the intervention was undertaken.
Results Four workshops were held over 2 days with 30 participants, of which 80% were from the allied health, and 20% from the nursing workforce. Statistically significant improvements in participants’ self-perceived knowledge, skill and confidence were recorded after the ACPEd program. Participants identified roles for allied health in ACP discussions. Three main themes emerged from the learning circle: 1)’It’s all about priorities’: overcoming the challenges of embedding ACP into clinical practice; 2) ‘That’s a role you can fill’: professional role identity and willingness to participate in ACP, and 3) ‘Keep it on the agenda’: The ACPEd program contribution to role perception and identity.
Unique Contribution To our knowledge, this is the first study of ACP education aimed primarily at allied health professionals, that explored role perception and legitimacy and change in clinical practice over time. The mixed-methods approach allowed a rich interpretation of the data, and generated ideas for future practice and research.
Implications for Policy or Practice Allied health staff can participate in ACP discussions, and education programs should be considered integral to support working to full scope of practice. Professional organisations could help legitimise allied health professional involvement in ACP through developing position papers that define scope of practice for ACP either separately, or as part of end-of-life clinical guidelines.
Aim This research describes a multi-modal Advance Care Planning Education (ACPEd) program aimed primarily at allied health staff and evaluated participants’ i) characteristics; ii) pre- and post-education self-assessed confidence, knowledge and skills; iii) perceived scope of practice, role identity and role legitimacy; and iv) change in clinical practice over time.
Background The research literature relating to continuing education outcomes for ACP does not include studies with allied health professionals, focusing predominantly on medical and nursing staff and students. This means that a sizable portion of the workforce may not be prepared to participate in, nor recognise the significance of ACP processes and documents.
Methods This research was conducted within the Sunshine Coast Health Service, Queensland, Australia in collaboration with the University of the Sunshine Coast and Queensland Office of Advance Care Planning using a non-randomised, single arm, mixed-methods study to evaluate participant’s responses over time. Quantitative analysis of participants’ experiences before and after participation in the education intervention, and thematic analysis of discussions during an online learning circle 2 months after the intervention was undertaken.
Results Four workshops were held over 2 days with 30 participants, of which 80% were from the allied health, and 20% from the nursing workforce. Statistically significant improvements in participants’ self-perceived knowledge, skill and confidence were recorded after the ACPEd program. Participants identified roles for allied health in ACP discussions. Three main themes emerged from the learning circle: 1)’It’s all about priorities’: overcoming the challenges of embedding ACP into clinical practice; 2) ‘That’s a role you can fill’: professional role identity and willingness to participate in ACP, and 3) ‘Keep it on the agenda’: The ACPEd program contribution to role perception and identity.
Unique Contribution To our knowledge, this is the first study of ACP education aimed primarily at allied health professionals, that explored role perception and legitimacy and change in clinical practice over time. The mixed-methods approach allowed a rich interpretation of the data, and generated ideas for future practice and research.
Implications for Policy or Practice Allied health staff can participate in ACP discussions, and education programs should be considered integral to support working to full scope of practice. Professional organisations could help legitimise allied health professional involvement in ACP through developing position papers that define scope of practice for ACP either separately, or as part of end-of-life clinical guidelines.
| Original language | English |
|---|---|
| Pages | A29 |
| Number of pages | 1 |
| DOIs | |
| Publication status | Published - 9 Sept 2025 |