| Literature DB >> 35854292 |
Katia Dumont1, Isabelle Marcoux2, Émilie Warren1, Farah Alem1, Bea Alvar1, Gwenvaël Ballu1, Anitra Bostock3, S Robin Cohen4,5, Serge Daneault6,7, Véronique Dubé8, Janie Houle9, Asma Minyaoui1, Ghislaine Rouly1, Dale Weil3, Allan Kellehear10, Antoine Boivin1,6.
Abstract
BACKGROUND: Compassionate communities are rooted in a health promotion approach to palliative care, aiming to support solidarity among community members at the end of life. Hundreds of compassionate communities have been developed internationally in recent years. However, it remains unknown how their implementation on the ground aligns with core strategies of health promotion. The aim of this review is to describe the practical implementation and evaluation of compassionate communities.Entities:
Keywords: Compassionate communities; End of life; Evaluation; Health promotion; Implementation; Palliative care
Mesh:
Year: 2022 PMID: 35854292 PMCID: PMC9297657 DOI: 10.1186/s12904-022-01021-3
Source DB: PubMed Journal: BMC Palliat Care ISSN: 1472-684X Impact factor: 3.113
Fig. 1Flow chart of included studies
Description of included articles
| Publication year | Before 2000 | 3 | 4.8 |
| 2001–2010 | 13 | 20.6 | |
| 2011-present | 47 | 74.6 | |
| Country | USA | 19 | 30.2 |
| Australia | 18 | 28.6 | |
| UK | 10 | 15.9 | |
| Canada | 5 | 7.9 | |
| Austria | 2 | 3.2 | |
| India | 2 | 3.2 | |
| Spain | 2 | 3.2 | |
| Sweden | 2 | 3.2 | |
| Ireland | 1 | 1.6 | |
| Malaysia | 1 | 1.6 | |
| Portugal | 1 | 1.6 | |
| Scotland | 1 | 1.6 | |
| Uganda | 1 | 1.6 |
Stakeholders engaged in compassionate communities’ development
| Health and social care providers | Nurses, palliative care workers, physicians, social workers | 35 | 55.5 |
| Community members | Members of the public, citizens, general population, community members, children, neighbors | 30 | 46.6 |
| Patients-families-friends | 28 | 44.4 | |
| Volunteers | 24 | 38.1 | |
| Leaders-administrators | Coordinators (bereavement, community program), administrators (health care, tribal health, institutional), leaders (administrative, public policy), funeral home directors | 20 | 31.7 |
| Other civic actors | Thanatologists, artists, attorneys | 18 | 28.6 |
| Workers | Colleagues, staff, employees | 13 | 20.6 |
| Religious | Priests, spiritual leaders, pastors | 12 | 19.0 |
| Educators & students | Teachers, pupils | 10 | 15.9 |
| Researchers | 6 | 9.5 | |
| Health services | Hospices, hospitals, foundations, World Health Organization, palliative care associations | 28 | 44.4 |
| Education | Universities, schools | 15 | 23.8 |
| Other civic organizations | Prisons, media, libraries, non-profits, foundations | 14 | 22.2 |
| Community groups | Support group, civic associations and committees | 11 | 17.5 |
| Religious organizations | Churches, parishes | 11 | 17.5 |
| Governments | Local government, state, municipality | 9 | 14.3 |
| Businesses | Pharmacies, funeral services | 6 | 9.5 |
*N = number of articles
Barriers and facilitators for compassionate communities’ implementation
| Cultural, religious, social | Social attitudes to receiving help, alignment of activities with cultural attitudes, differences (in cultural patterns, perceptions, roles, language), cultural and ethnic diversity | 20 | 31.7 | 8 | 12.7 |
| Support | Amount of support, type (ex. emotional, practical, medical), sources (ex. professional), formal/informal, political implication level | 8 | 12.7 | 14 | 22.2 |
| Collaboration & partnerships | Working together, sharing vision and mission, negotiating, relation between formal and informal networks, level of connections and commitment | 8 | 12.7 | 12 | 12.0 |
| Expectations | Assess and meeting: expectations, visions, needs, wishes of the patients, caregivers, communities, people | 6 | 9.5 | 12 | 19.0 |
| Interventions | Level of listening and communication, speaking quality, initiation of discussions opening, quality of community-based interventions design quality, caregiving practices combination, integrity and dedication acting | 5 | 7.9 | 9 | 14.3 |
| Leadership | Provide leadership not ownership, community empowerment, combined leadership, shared partnership | 0 | 0 | 10 | 15.9 |
| Information, awareness, promotion | Media reports and relations, level of awareness about the concept of end-of-life or palliative care, degree of knowledge (of the grieving process, etc.), awareness (of social roles, care needs, compassion, etc.), education program | 6 | 9.5 | 17 | 26.0 |
| Training, competencies, stakeholders experience | Training quality, competencies and experience levels | 14 | 22.2 | 0 | 0 |
| Location & timing | Spaces, site, setting (ex. home), travel/access (geographic and demographic context) technical implications, timing (for support), duration (of the support) | 8 | 1.6 | 14 | 22.2 |
| Finance | Amount of funding, financial implications, public financing, grants (quantity and continuity) | 7 | 11.1 | 6 | 9.5 |
| Resources | Availability and sustainability of resources, informal network, approach type, human resources | 9 | 14.3 | 13 | 20.6 |
| Policies, guidance, bureaucracy | Clarity of rules, organizing structure, level of coordination | 10 | 15.9 | 0 | 0 |
Project (organization, development, implementation, evaluation) | Participation, identification, integration, interests, involvement, recruitment (leaders, volunteers and clients), project definition and tangibility, evaluation (of the program, results, methodologies), clarity of objectives, professional structures | 8 | 12.7 | 11 | 17.5 |
*N = number of articles
Fig. 2Compassionate community activities
Examples of activities
| Trainings: for health professionals, volunteers, caregivers, faith communities, solicitors (to help them discuss death and dying issues with their clients when drawing up wills and advance care planning | |
| Health awareness campaign consisted of skit, pamphlet distribution, poster presentation, giving door-to-door information, and general interaction with palliative team in the village | |
| Workshops & conferences for health professionals, public policy leaders, public | |
| Camp (activities for children, education and interactive session about death and loss) | |
| Publications, video and printed materials | |
| Website creation | |
| Encourage TV and radio coverage promoting the choice to die at home | |
| Exhibition and drop-in stands at large events, libraries, places of worship, social/cultural events | |
| Community Group session in community settings, grief education (in senior housing, churches, assisted living facilities, and businesses) | |
| Supported churches to expand outreach programs | |
| Café Conversation | |
| Psychology students counseling of bereaved people: a partnership with the university | |
| Lead from behind—enable others through coaching, mentoring and encouragement | |
| Sharing of individual and community resources | |
| Development and diffusion of pain management resources | |
| Publishing a lighthearted, illustrated trade book and website/blog to make a difficult topic palatable and engaging to a broad audience | |
| Broker interagency agreement for collaboration for care delivery | |
| Building community relationships, external linkages | |
| Implement memorandums of understandings with external service providers | |
| Projects in partnership with schools, aged care facilities and groups, community health services, service clubs, faith communities, local government and neighborhood houses were among the community services and groups | |
| Create policy documents to guide funders and program planners | |
| Propose fiscal policies to reorient healthcare services for dying, death, loss, and bereavement | |
| Lobby research organizations to prioritize end-of-life research, including community-based participatory studies | |
| Promote lobbying by HIV-positive people in collaboration with hospices for development of specific HIV policies | |
| Insert healthy end of-life principles into existing and new policies alike, and remove unhelpful policies that undermine good outcomes in end-of-life care. Policy settings include local government, community health services, primary health and medical practitioners and community service organizations |
Fig. 3Classification of health promotion strategies.Legend: n = number of activities
Fig. 4What is being measured in evaluation. Legend: n = number of evaluation indicators. EOL = End-of-life
Fig. 5Levels of evaluations. Legend: n = number of articles
Fig. 6Study design classification. Legend: n = number of articles