Interdisciplinary Education in End-of-Life Care: Creating New Opportunities for Social Work, Nursing, and Clinical Pastoral Education Students

Figures & data

TABLE 1 Confidence in Knowledge Competencies (1–5 Scale): N = 13 Self-Evaluation

Your knowledge of…	Pre-program average N = 13	Post-program average N = 13	t-test statistic
Distinctions and similarities of contemporary models of health care systems in this country (palliative medicine, hospice, and traditional medical model).	2.54	4.31	t(12) = −4.90, p < .01
National and state health care-related policies and how they trickle down to form systems and norms of care.	2.00	3.77	t(12) = −5.17, p < .01
Ethical concerns related to contemporary values of care around informed choice and consent; futile care; right to self-determination; and terminal sedation.	2.62	4.46	t(12) = −4.95, p < .01
Legal mandates regarding physician-assisted suicide, euthanasia, terminal sedation, informed consent, advance directives.	2.23	4.23	t(12) = −6.68, p < .01
Benefits and limitations of distinct models of care: interdisciplinary, multidisciplinary, and trans-disciplinary.	2.54	4.62	t(12) = −7.85, p < .01
Major contemporary theories of grief; strengths and limitations.	2.08	4.00	t(12) = −4.19, p < .01
The influence of developmental norms (across the life-cycle) associated with grieving/coping.	2.31	4.15	t(12) = −4.95, p < .01
The effects of diversity on individual and familial experiences with illness, dying, death (cultural, religion, gender, socioeconomic status, spirituality, sexual orientation, age, and race).	2.62	4.38	t(12) = −4.31, p < .01
The effects of societal norms on provision of care to diverse populations based on cultural, religious, gender, age, sexual orientation, socioeconomic status, spirituality, and racial differences.	2.85	4.08	t(12) = −3.00, p < .05
Medical management tools for pain and other symptoms, including pharmacological and non-pharmacological therapies.	2.31	3.85	t(12) = −5.28, p < .01
Changing dimensions of suffering and its relationship to biopsychosocial management of illness progression.	2.00	3.77	t(12) = −8.80, p < .01
Best practice (based on research) intervention strategies based on your professional discipline.	2.54	4.08	t(12) = −6.33, p < .01
Core team responsibilities for disciplines of social work, chaplaincy, nursing, counseling, and health education.	3.15	4.85	t(12) = −5.92, p < .01
Advance care planning; benefits/limitations.	3.08	4.46	t(12) = −4.19, p < .01
Various theoretical frameworks and trajectories explaining the progression of illness, dying, and death.	1.80	4.00	t(12) = −4.49, p < .05

TABLE 2 Confidence in Skill Competencies (1–5 Scale): N = 13 Self-Evaluation

Your ability to…	Pre-program average (N = 13 unless indicated otherwise)	Post-program average (N = 13 unless indicated otherwise)	t-test statistic
Establish effective communication and psycho-educational strategies when working with individuals/families/other professionals.	3.38	4.31	t(12) = −4.40, p < .01
Effectively communicate difficult news with individuals and families.	2.31	4.15	t(12) = −1.07, p < .01
Assess and manage appropriate (grounded in recognition of individual diversities) interventions necessary for effective management of symptoms, pain, and suffering.	2.54	4.23	t(12) = −1.07, p < .01
Provide care to individuals and families as part of an interdisciplinary team.	2.77	4.69	t(12) = −1.46, p < .01
Conduct a biopsychological assessment.	2.69	4.62	t(12) = −1.21, p < .01
Develop an integrated interdisciplinary care plan.	2.08	4.23	t(11) = −1.32, p < .01
	N = 12	N = 12
Conduct advance care planning sessions and directly assist in the creation of advance directives.	2.00	4.23	t(11) = −1.36, p < .01
	N = 12	N = 12
Advocate by organizing community response strategies related to increasing awareness/education of end-of-life issues.	1.69	4.08	t(12) = −1.62, p < .01
Develop and implement discipline-specific process and outcome evaluations of the effectiveness of interventions provided by the team.	1.62	4.23	t(12) = −1.74, p < .01
Intervene appropriately during a crisis.	2.54	4.23	t(12) = −.86, p < .01
Define and perform duties of a team member.	3.42	4.85	t(11) = −.85, p < .01
	N = 12	N = 12
Educate the individual and family members regarding grief, the dying process, caregiving, and other related goals.	2.38	4.54	t(12) = −1.42, p < .01
Work with the individual, family members, and other professionals to resolve ethical dilemmas including futile care, request for physician-assisted suicide, palliative sedation, etc.	2.15	4.15	t(12) = −.93, p < .01
Use loss and grief interventions to work with the family members following the death of their loved one.	2.08	4.08	t(12) = −1.26, p < .01
Ensure self-care while working as a professional providing end-of-life care (establish appropriate boundaries, practice good self-care, etc.).	3.31	4.15	t(12) = −2.5, p < .01

TABLE 3 Level of Satisfaction With Program Components (1–5 Scale): N = 13 Self-Evaluation

The field or clinical experience requirements helped to prepare me for working with people who are dealing with end-of-life care issues.	4.92
The number of program requirements was manageable.	4.69
The program requirements were accurately described to me prior to admission.	4.15
The recruitment and application process gave me enough information to make an informed decision about accepting the traineeship.	4.62
I think this program should continue.	5.00
I am glad that I decided to participate in this program.	5.00
The Interdisciplinary Educational Specialization in End-of-Life Care program met my expectations.	4.85
How would you rate your overall experience with the Interdisciplinary Educational Specialization in End-of-Life Care program?	4.77