RESUMO
BACKGROUND: Palliative care knowledge is essential in primary healthcare due to the increasing number of patients who require attention in the final stage of their life. Health professionals (physicians and nurses) need to acquire specific knowledge and abilities to provide high-quality palliative care. The development of education programmes in palliative care is necessary. The Palliative Care Knowledge Test (PCKT) is a questionnaire that evaluates the basic knowledge about palliative care, but it has not been adapted into Spanish, and its effectiveness and utility for Spanish culture have not been analysed. OBJECTIVE: The aim of this study was to report the translation into Spanish and a psychometric analysis of the PCKT. METHODS: The questionnaire survey was validated with a group of 561 physicians and nurses. The PCKT Spanish Version (PCKT-SV) was obtained from a process, including translation, back translation and revision by experts and a pilot study. The content validity and reliability of the questionnaire were analysed. RESULTS: The results showed internal consistency and reliability indexes similar to those obtained by the original version of PCKT. CONCLUSION: The PCKT-SV is a useful instrument for measuring Spanish-speaking physician and nurse knowledge of palliative care, and it is suitable to evaluate the effectiveness of training activities in palliative care.
Assuntos
Cuidados Paliativos , Médicos , Competência Clínica , Comparação Transcultural , Humanos , Cuidados Paliativos/métodos , Projetos Piloto , Psicometria/métodos , Reprodutibilidade dos Testes , Inquéritos e QuestionáriosRESUMO
Objetivo: Identificar características, dificultades y necesidades de formación en comunicación asistencial e interprofesional de los profesionales sanitarios y descubrir mecanismos de mejora y perfil docente deseable para la implantación de una línea estratégica de formación. Material y método: Estudio cualitativo, descriptivo e interpretativo desarrollado entre septiembre de 2006 y julio de 2007 a iniciativa de la Dirección General de Asistencia Sanitaria del Servicio Murciano de Salud y la Dirección General de Calidad Asistencial, Formación e Investigación Sanitaria de la Consejería de Sanidad de Murcia, España. Participaron 11 médicos, 5 enfermeros, 1 psicólogo y 1 periodista de atención primaria y especializada y la Consejería de Sanidad de Murcia. Se utilizaron dos grupos focales con muestreo por saturación estructural, registro de los discursos en soporte audiovisual, transcripción literal y análisis de contenido. Resultados: Es preciso potenciar cambios de actitud y adquirir herramientas para la adecuada atención de situaciones cotidianas. También es necesario replantear temas y enfoques, definir el perfil de los docentes y desarrollar mecanismos de colaboración y motivación. La formación en comunicación asistencial e interprofesional es fundamental aunque escasa, autodidacta, poco estructurada y generalista. Presenta dificultades relacionadas con la asistencia, la difusión y el reconocimiento. Conclusiones: Una línea estratégica de formación en comunicación debe fundamentarse en una perspectiva humana. Su integración debe ser asumida por la institución y ser universal a partir de los intereses y las necesidades sentidas y expresadas por los profesionales y los ciudadanos
Objective: To identify the characteristics, needs and difficulties of training of health professionals in health care and inter-professional communication and discover mechanisms for improvement and a desirable educational profile for implementing a training strategy.Material and method: Qualitative, descriptive and interpretive study carried out between September 2006 and July 2007 at the initiative of the Dirección General de Asistencia Sanitaria-Servicio Murciano de Salud (SMS) and the Dirección General de Calidad Asistencial,Formación e Investigación Sanitaria-Consejería de Sanidad of Murcia, Spain. Participants included 11 doctors, 5 nurses, 1 psychologist and 1 primary and specialised care journalist and the Consejería de Sanidad of Murcia. 2 focus groups were used withsampling by structural saturation, recording of speeches on audiovisual support, verbatim transcript and content analysis.Results: We must encourage attitude changes and acquire the tools for proper care in everyday situations. It is also necessary to rethink subject matter and approaches, define the profile of teachers and develop collaboration and motivation mechanisms. Training in health care communication and inter-professional communication iscrucial but it is limited, self-taught, poorly structured and generalistic. It has difficulties associated with attendance, outreach and recognition.Conclusions: A strategic plan for training communication must be based on a human perspective. Its integration must be undertaken by the institution, and universal with the interests and needs felt and expressed by professionals and citizens
Assuntos
Humanos , Sistemas de Comunicação no Hospital/organização & administração , 25783 , Corpo Clínico Hospitalar/estatística & dados numéricos , Docentes/estatística & dados numéricosRESUMO
OBJECTIVE: To identify the characteristics, needs and difficulties of training of health professionals in health care and inter-professional communication and discover mechanisms for improvement and a desirable educational profile for implementing a training strategy. MATERIAL AND METHOD: Qualitative, descriptive and interpretive study carried out between September 2006 and July 2007 at the initiative of the Dirección General de Asistencia Sanitaria-Servicio Murciano de Salud (SMS) and the Dirección General de Calidad Asistencial, Formación e Investigación Sanitaria-Consejería de Sanidad of Murcia, Spain. Participants included 11 doctors, 5 nurses, 1 psychologist and 1 primary and specialised care journalist and the Consejería de Sanidad of Murcia. 2 focus groups were used with sampling by structural saturation, recording of speeches on audiovisual support, verbatim transcript and content analysis. RESULTS: We must encourage attitude changes and acquire the tools for proper care in everyday situations. It is also necessary to rethink subject matter and approaches, define the profile of teachers and develop collaboration and motivation mechanisms. Training in health care communication and inter-professional communication is crucial but it is limited, self-taught, poorly structured and generalistic. It has difficulties associated with attendance, outreach and recognition. CONCLUSIONS: A strategic plan for training communication must be based on a human perspective. Its integration must be undertaken by the institution, and universal with the interests and needs felt and expressed by professionals and citizens.