| Literature DB >> 31548932 |
Shrikant Atreya1, Jenifer Jeba2, Nikki Pease3, Ann Thyle4, Scott Murray5, Alan Barnard6, Dan Munday7, Lulu Mathews8, Mhoira Leng9, Gayatri Palat10, Alka Ganesh11, Sulagna Chakraborty12, Sahaya Anbarasi13, Raman Kumar14, Maryann Muckaden15, Elizabeth Grant16.
Abstract
The discrepancy in the demand for palliative care and distribution of specialist palliative care services will force patients to be eventually cared for by primary care/family physicians in the community. This will necessitate primary care/family physicians to equip themselves with knowledge and skills of primary palliative care. Indian National Health Policy (2017) recommended the creation of continuing education programs as a method to empower primary care/family physicians. With this intention, a taskforce was convened for incorporating primary palliative care into family/primary care practice. The taskforce comprising of National and International faculties from Palliative Care and Family Medicine published a position paper in 2018 and subsequently brainstormed on the competency framework required for empowering primary care/family physicians. The competencies were covered under the following domains: knowledge, skills and attitude, ethical and legal aspects, communication and team work. The competency framework will be presented to the National Board of Examinations recommending to be incorporated in the DNB curriculum for Family Medicine.Entities:
Keywords: Competency framework; family/primary care physicians; palliative care
Year: 2019 PMID: 31548932 PMCID: PMC6753829 DOI: 10.4103/jfmpc.jfmpc_451_19
Source DB: PubMed Journal: J Family Med Prim Care ISSN: 2249-4863
Essential core competencies
| Understand the principles of palliative care |
| Understand that there are different trajectories of the decline at the end of life for different illnesses |
| Be able to identify patients with palliative care needs |
| Demonstrate knowledge and skills in the use of standard tools available to identify patients with palliative care needs. A range of tools are available such as the Supportive and Palliative Care Indicators Tool (SPICT- www.spict.org.uk) |
| Understand the principles of palliative care and be able to provide holistic care, to improve Quality of Life (QOL), assure dignified death, through effective team work. |
| Understand and integrate palliative care in the clinical care of all life-limiting, life- threatening and advanced chronic illness. |
| Be able to complete a holistic assessment of patient needs and provide appropriate care for the physical, psychological, social and spiritual issues through team work |
| Demonstrate ability to carry out a comprehensive physical assessment and provide good symptom management |
| Demonstrate confidence in the use of essential palliative care medications (including opioids) |
| Initiate and frequently review a plan of care for a terminally ill patient that is based upon a comprehensive interdisciplinary assessment of the patient and family’s expressed values, goals, and needs. |
| Be able to effectively discuss the plan with the patient and family (including giving information on diagnosis, prognosis, discussing death and dying) |
| Be able to provide care in the patient’s preferred place (home/community setting) |
| Be aware of the ethical and legal framework in providing care |
A detailed list of the essential knowledge, skills, and attitudes for delivery of primary palliative care
| Topic | Essential knowledge and skills | |
|---|---|---|
| Physical symptom assessment and management | Demonstrate the ability to do a comprehensive assessment of pain and other symptoms including dyspnoea, cough, nausea and vomiting, constipation, diarrhoea, insomnia, oral symptoms, bladder symptoms, anxiety and depression, emergencies (seizures) and end of life care | |
| Understands the role of pharmacological and nonpharmacological treatment options in the management of symptoms | ||
| Aware of and can rationally choose between different routes of drug administration | ||
| a. Rectal | b. Topical (e.g., creams, gels, patches) | |
| c. Nasal | d. Subcutaneous | |
| e. Sublingual | f. Inhaled via nebulizer | |
| Learn the appropriate use of opioids including initiation, titration, side-effects, management of toxicity | ||
| Confident in providing end of life care including symptom management, rationale use of medications by the appropriate route, judicious use of fluids for hydration, artificial feeding and terminal sedation | ||
| Settings of care | Be aware of different settings of care and discuss the same with patient and family, to offer continuity of care in the patient’s desired place | |
| Emergency setting | ||
| Inpatient care | ||
| Outpatient setting | ||
| Extended-care facility | ||
| Home | ||
| Hospice | ||
| Out of hours care | ||
| Psychosocial and spiritual care | Learn to assess and provide psychosocial and spiritual support | |
| Understand the psychosocial issues and family dynamics affecting the patient | ||
| Understand and respond to the spiritual and religious issues affecting the patient and the family members | ||
| Learn to provide care respecting the cultural beliefs of the patient and the family | ||
| Learn to provide appropriate referral to available psycho-social or spiritual support team members | ||
| Communication skills and Breaking Bad News | Demonstrate the ability to facilitate family meeting and communicate compassionately and empathetically with the patient, family regarding difficult information including diagnosis, disease progression, prognosis, decisions at end of life pertaining to ceiling of treatment, hydration, nutrition, place of care | |
| Be able to discuss about cardiopulmonary resuscitation with patient and family and document preferences regarding cardiopulmonary resuscitation and appropriately document “code status” in medical record and physician orders | ||
| Team work and leadership | Learn to function as a member of the interdisciplinary team respecting the opinions of other team members and support learning and development of colleagues | |
| Share necessary information among team members | ||
| Be able to refer and get specialist palliative care advice in a timely manner | ||
| Learn to network and navigate service | ||
| Ethical and legal aspects | Understand the ethical framework that guides care and decision making (patient autonomy, beneficence, non-maleficence, justice) | |
| Be aware of changing/ongoing work on the legal aspects relating to advance directives, resuscitation orders, withholding and withdrawing life sustaining treatment, declaring death and documentation of death certificate | ||
| Understand the concept of “ the desire for a hastened death” and be able to contribute to debate on the topic | ||
| Bereavement care and family support | Be able to identify grief response and support family | |
| Be able to identify complicated grief and offer support and provide appropriate referral to psychiatrist/psychologist | ||
| Assist families in self-care and seeking support when a patient expires | ||
| Local data on palliative and end of life care | Be aware and interpret data in ageing population, profile of chronic illness, trends on causes of death, impact of illness on cost of care, place of death of patients and bring in relevant innovative changes. | |
| Key attitudes | Understand the palliative care need of a patient and provide relief of suffering, maintain dignity and patient preference | |
| Maintain privacy and confidentiality of the information provided by the patient | ||
| Respect for the cultural beliefs and customs of the patient and the family members in the context of death and dying | ||
| Demonstrate the ability to compassionately and empathetically communicate | ||
| Demonstrate the personal attributes and skills to work in a team and lead the team | ||
| Demonstrate the ability to work with palliative care team, patient and family in decision making related to end of life and give preference to patients as to the choice and place of care | ||
| Demonstrate the sensitivity to solve issues of vulnerable patients such as pediatric, geriatric, and transgender population | ||