Interprofessional collaboration between health professional learners when breaking bad news: a scoping review protocol.

Curriculum Health Personnel Humans Review Literature as Topic

Journal

JBI evidence synthesis
ISSN: 2689-8381
Titre abrégé: JBI Evid Synth
Pays: United States
ID NLM: 101764819

Informations de publication

Date de publication:
08 2021
Historique:
pubmed: 22 4 2021
medline: 3 11 2021
entrez: 21 4 2021
Statut: ppublish

Résumé

The objective of this scoping review is to examine pedagogies used to teach interprofessional health learners how to break bad news collaboratively. Breaking bad news is a skill health care professionals must be equipped to deliver well, yet literature shows that this skill receives little attention in program curricula. Consequently, health care professionals feel inadequately prepared to deliver bad news, leading to greater burnout, distress, and fatigue. Studies that describe pedagogies used to teach breaking bad news will be considered for inclusion. Studies must include two or more undergraduate and/or postgraduate learners working towards a professional health or social care qualification or degree at a university or college. Studies including lay, complementary and alternative, or non-health or social care professional learners will be excluded. The JBI three-step process will be followed for developing the search. Databases to be searched include MEDLINE, CINAHL, Embase, Education Resource Centre, and Social Work Abstracts. Title and abstract screening through to data extraction will be completed by two independent reviewers and any disagreements will be resolved through discussion, or with a third reviewer. Results will be presented in tabular or diagrammatic form, together with a narrative summary.

Identifiants

DOI: 10.11124/JBIES-20-00239 PMID: 33882558
pubmed: 33882558
doi: 10.11124/JBIES-20-00239
pii: 02174543-900000000-99687
doi:

Types de publication

Journal Article Research Support, Non-U.S. Gov't

Langues

eng

Sous-ensembles de citation

IM

Pagination

2032-2039

Informations de copyright

Copyright © 2021 JBI.

Déclaration de conflit d'intérêts

The authors declare no conflict of interest.

Références

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Auteurs

Kelly Lackie (K)

School of Nursing, Faculty of Health, Dalhousie University, Halifax, NS, Canada.
Aligning Health Needs and Evidence for Transformative Change: A JBI Centre of Excellence, Halifax, NS, Canada.

Stephen Miller (S)

Department of Family Medicine, Faculty of Medicine, Dalhousie University, Halifax, NS, Canada.
Department of Emergency Medicine, QEII Health Sciences Centre, Halifax, NS, Canada.

Caitlyn Ayn (C)

Department of Family Medicine, Faculty of Medicine, Dalhousie University, Halifax, NS, Canada.

Marion Brown (M)

School of Social Work, Faculty of Health, Dalhousie University, Halifax, NS, Canada.

Melissa Helwig (M)

Aligning Health Needs and Evidence for Transformative Change: A JBI Centre of Excellence, Halifax, NS, Canada.
W.K. Kellogg Health Sciences Library, Dalhousie University, Halifax, NS, Canada.

Shauna Houk (S)

School of Nursing, Faculty of Health, Dalhousie University, Halifax, NS, Canada.

Jennifer Lane (J)

School of Nursing, Faculty of Health, Dalhousie University, Halifax, NS, Canada.

Amy Mireault (A)

Department of Applied Human Nutrition, Mount Saint Vincent University, Halifax, NS, Canada.

David Neeb (D)

School of Nursing, Faculty of Health, Dalhousie University, Halifax, NS, Canada.

Leanne Picketts (L)

Centre for Collaborative Clinical Learning and Research, Dalhousie University, Halifax, NS, Canada.

Peter Stilwell (P)

School of Physical and Occupational Therapy, McGill University, Montreal, QB, Canada.

Lorri Beatty (L)

Department of Family Medicine, Faculty of Medicine, Dalhousie University, Halifax, NS, Canada.
Department of Emergency Medicine, QEII Health Sciences Centre, Halifax, NS, Canada.

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Classifications MeSH

questionsmedicales.fr › Éducation › Programme d'études › Interprofessional collaboration between health...
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