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Arts-based palliative care training, education and staff development: A scoping review.

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Title: Arts-based palliative care training, education and staff development: A scoping review.
Authors: Turton, Benjamin Mark, Williams, Sion, Burton, Christopher R., Williams, Lynne
Source: Palliative Medicine. Feb2018, Vol. 32 Issue 2, p559-570. 12p. 2 Diagrams, 3 Charts, 1 Graph.
Subjects: Bibliometrics, CINAHL database, Communication, Empathy, Learning, MEDLINE, Palliative treatment, Personnel management, Terminal care, Systematic reviews
Abstract: Background: The experience of art offers an emerging field in healthcare staff development, much of which is appropriate to the practice of palliative care. The workings of aesthetic learning interventions such as interactive theatre in relation to palliative and end-of-life care staff development programmes are widely uncharted. Aim: To investigate the use of aesthetic learning interventions used in palliative and end-of-life care staff development programmes. Design: Scoping review. Data sources: Published literature from 1997 to 2015, MEDLINE, CINAHL and Applied Social Sciences Index and Abstracts, key journals and citation tracking. Results: The review included 138 studies containing 60 types of art. Studies explored palliative care scenarios from a safe distance. Learning from art as experience involved the amalgamation of action, emotion and meaning. Art forms were used to transport healthcare professionals into an aesthetic learning experience that could be reflected in the lived experience of healthcare practice. The proposed learning included the development of practical and technical skills; empathy and compassion; awareness of self; awareness of others and the wider narrative of illness; and personal development. Conclusion: Aesthetic learning interventions might be helpful in the delivery of palliative care staff development programmes by offering another dimension to the learning experience. As researchers continue to find solutions to understanding the efficacy of such interventions, we argue that evaluating the contextual factors, including the interplay between the experience of the programme and its impact on the healthcare professional, will help identify how the programmes work and thus how they can contribute to improvements in palliative care. [ABSTRACT FROM AUTHOR]
Copyright of Palliative Medicine is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Arts-based palliative care training, education and staff development: A scoping review.
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  Data: <searchLink fieldCode="AR" term="%22Turton%2C+Benjamin+Mark%22">Turton, Benjamin Mark</searchLink><br /><searchLink fieldCode="AR" term="%22Williams%2C+Sion%22">Williams, Sion</searchLink><br /><searchLink fieldCode="AR" term="%22Burton%2C+Christopher+R%2E%22">Burton, Christopher R.</searchLink><br /><searchLink fieldCode="AR" term="%22Williams%2C+Lynne%22">Williams, Lynne</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Palliative+Medicine%22">Palliative Medicine</searchLink>. Feb2018, Vol. 32 Issue 2, p559-570. 12p. 2 Diagrams, 3 Charts, 1 Graph.
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  Data: Background: The experience of art offers an emerging field in healthcare staff development, much of which is appropriate to the practice of palliative care. The workings of aesthetic learning interventions such as interactive theatre in relation to palliative and end-of-life care staff development programmes are widely uncharted. Aim: To investigate the use of aesthetic learning interventions used in palliative and end-of-life care staff development programmes. Design: Scoping review. Data sources: Published literature from 1997 to 2015, MEDLINE, CINAHL and Applied Social Sciences Index and Abstracts, key journals and citation tracking. Results: The review included 138 studies containing 60 types of art. Studies explored palliative care scenarios from a safe distance. Learning from art as experience involved the amalgamation of action, emotion and meaning. Art forms were used to transport healthcare professionals into an aesthetic learning experience that could be reflected in the lived experience of healthcare practice. The proposed learning included the development of practical and technical skills; empathy and compassion; awareness of self; awareness of others and the wider narrative of illness; and personal development. Conclusion: Aesthetic learning interventions might be helpful in the delivery of palliative care staff development programmes by offering another dimension to the learning experience. As researchers continue to find solutions to understanding the efficacy of such interventions, we argue that evaluating the contextual factors, including the interplay between the experience of the programme and its impact on the healthcare professional, will help identify how the programmes work and thus how they can contribute to improvements in palliative care. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Palliative Medicine is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Feb2018
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