Threading the cloak: palliative care education for care providers of adolescents and young adults with cancer.
Threading the cloak: palliative care education for care providers of adolescents and young adults with cancer.
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DOI：
10.2147/coaya.s49176
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发表时间：
2015-01-09
期刊：
影响因子：
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通讯作者：
Sansom-Daly UM
中科院分区：
文献类型：
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作者：
Wiener L;Weaver MS;Bell CJ;Sansom-Daly UM
医疗服务人员接受过调查、诊断和治疗癌症的培训。他们的主要目标是最大限度地提高治愈病人的机会，在姑息治疗概念和这一人群固有的独特发展需求方面提供的培训较少。早期、系统地将姑息治疗纳入标准肿瘤学实践是一种有价值的、必要的方法，可以改善青少年和年轻人（AYAs）的整体癌症体验。称职的、自信的、富有同情心的服务提供者对于AYA姑息治疗的重要性，保证了制定有效的教育策略来教授AYA姑息治疗。正如姑息治疗应融入AYA患者的早期病程，姑息治疗培训也应融入学员的早期专业发展。由于AYA年龄谱代表了发展阶段的连续过渡，受训者在他们的发展过程中经历了学习需求的变化。这篇文章回顾了独特的流行病学，发展和社会心理因素，使提供姑息治疗在AYAs特别具有挑战性。提供了一个概念性的框架，为AYA姑息治疗教育。关键的教学策略包括体验式学习、小组教学机会、护理学科之间的共享学习、丧亲家庭成员作为教育者以及在线学习。提供者培训的教育问题从培训师、受训者和AYA的角度来解决。目标和目的为一个AYA姑息治疗癌症轮转提出。指南还提供了在生命即将结束时支持AYA生活质量的方法。
Medical providers are trained to investigate, diagnose, and treat cancer. Their primary goal is to maximize the chances of curing the patient, with less training provided on palliative care concepts and the unique developmental needs inherent in this population. Early, systematic integration of palliative care into standard oncology practice represents a valuable, imperative approach to improving the overall cancer experience for adolescents and young adults (AYAs). The importance of competent, confident, and compassionate providers for AYAs warrants the development of effective educational strategies for teaching AYA palliative care. Just as palliative care should be integrated early in the disease trajectory of AYA patients, palliative care training should be integrated early in professional development of trainees. As the AYA age spectrum represents sequential transitions through developmental stages, trainees experience changes in their learning needs during their progression through sequential phases of training. This article reviews unique epidemiologic, developmental, and psychosocial factors that make the provision of palliative care especially challenging in AYAs. A conceptual framework is provided for AYA palliative care education. Critical instructional strategies including experiential learning, group didactic opportunity, shared learning among care disciplines, bereaved family members as educators, and online learning are reviewed. Educational issues for provider training are addressed from the perspective of the trainer, trainee, and AYA. Goals and objectives for an AYA palliative care cancer rotation are presented. Guidance is also provided on ways to support an AYA's quality of life as end of life nears.