Children’s Palliative Care EduCation And Training United .

Children’s Palliative Care Education and TrainingUnited Kingdom and IrelandEducation Standard FrameworkChildren’s Palliative Care Education and TrainingUK aNd Ireland Action Group

Edition1st edition 2020, for review 2025

CPCET UK and Ireland Action Group membersJulie BaylissTara Kerr-ElliottAntonia BeringerGilda DavisHilary CassLizzie ChambersAbi WarrenDoris CorkinLiz CrightonJulia DowningHelena DunbarSue DunlopCPCET Education Standard FrameworkNicola FieldingNicki FitzmauriceSuzie GannonJo GriffithsAnne HarrisSara KirbyCari MalcolmLinda MaynardRenee McCullochMaria McGillJayne GrantDebbie McGirrKatrina McNamaraLis MeatesTendayi MoyoSue NeilsonJayne PriceClaire QuinnDuncan RandallRachel SetterKatie StevensJanet SutherlandKatie Warburton3v1.0.07.20

IntroductionThe UK All-Party Parliament Group on children who need palliativecare1 recommended that the guidance and competencies, proposedby numerous bodies and organisation, concerning children’s palliativecare needed to be aligned. In response to this recommendation theneed for a revised competency framework in the UK2 was recognisedas despite recommendations1 - 4 no educational framework has beenestablished across UK and Ireland.Members comprised champions from Institutes of Higher Education,clinical practice and 3rd sector allied organisations. We would liketo extend our thanks to Professor Myra Bluebond-Langner, TrueColours Chair in Palliative Care for Children and Young People, forchairing the inaugural meeting discussion group and her ongoinginvolvement.A graphic illustration of the inaugural meeting presents the keyThe Children’s Palliative Care Education and Training United themes discussed (Figure 1). During a series of four meetings theKingdom and Ireland Action Group was formed in 2019 with the aim education standard framework and self-audit tool was developed forof agreeing core principles of practice and standardising children’s use across all professional groups.palliative care learning.CPCET Education Standard Framework4v1.0.07.20

Figure 1 Graphic illustration of inaugural meeting discussion5The framework is not intended to regulate or limit educationprogrammes, but to provide a framework which we hopeeducationalists will want to use to coordinate and quality assuretheir programmes.community public health issue. The Universal level highlights whateveryone working in institutions or facilities providing care andsupport to children who have palliative care needs and their carersshould know. Core was designed to provide education standard to beused by various professional groups who work directly with childrenwith palliative and end of life care needs. This group may also workwith children with various other health/ social and educational needs,but who regularly deliver direct care to children with palliative careneeds. Finally, the Specialist level was designed to help those whosemain work is the design, delivery and evaluation of children’s palliativeand end of life care and who advise others on delivering care to thesechildren and their carers (families).The framework extends across four levels: Public Health Universal Core Specialist.The Public Health level addresses children’s palliative care as aCPCET Education Standard Framework5v1.0.07.20

that the pyramid has to be built on a secure foundation, in this case asound institutional commitment to children’s palliative care with welldeveloped understanding and policies that are evident throughoutthe organisation.These four levels can be seen as stand-alone or as incrementalstages. People might require one or two levels for their role andwork, or they may require all four if a specialist children’s palliativecare practitioner. The levels are designed to be accessed by peoplefrom different professional backgrounds, or none.We welcome feedback on the standards and are planning anevaluation of the framework and self-audit tool. Please emailfeedback to s.j.neilson@bham.ac.ukEducators are encouraged to design their courses using Gabbayet al. 20146 pyramid approach. This approach proposes that toimprove practice, technical and soft skills have to be combined withlearning as a team, each as a side of a pyramid, where each sidehas to be developed at the same time to build the pyramid. Thatover emphasis on one aspect will hinder the development of thepyramid, and the learning. Gabbay and his colleagues also point outSue Neilson, Katrina McNamara, Duncan RandallJuly 2020References1. Cooper, J. (2018). End of life care: strengthening choice. An inquiry report by the All-Party Parliamentary Group (APPG) for ChildrenWho Need Palliative Care. Available at t/uploads/2018/10/Pol Res 181019APPG Children Who Need Palliative Care inquiry report.pdf2. Downing, J., Ling, J., Benini, F., Payne, S., & Papadatou, D. (2013). Core competencies for education in Paediatric Palliative Care.Milano, Italia: European Association for Palliative Care.3. Department of Health 2016 Providing high quality palliative care for our children. A strategy for children’s palliative and end of life care2016-26. Available from: -childrens-palliative-and-end-life-care.PDF4. European Association for Palliative Care (2007). IMPaCCT: standards for paediatric palliative care in Europe. Eur Jour Pall Car, 14(3),109-145. Brodrick, L. (2019). Children’s Palliative Care Education and Training Inaugural Steering Group Meeting: 10.1.19. http://www.thinkbigpicture.co.uk6. Gabbay, J., Le May, A., Connell, C., & Klein, J. H. (2014). Skilled for improvement? Learning communities and the skills needed toimprove care: An evaluative service development. London: Health Foundation.CPCET Education Standard Framework6v1.0.07.20

CONTENTSCPCET UK and Ireland Action Group members .Introduction .References .How to use the Educational Standard Framework .Public Health .Universal .Core .Specialist .Appendix 1: CPCET Standard and Level Summary .Appendix 2: .CPCET Learning Outcome Summary .Resources .CPCET Education Standard Framework7346810121417202225v1.0.07.20

Children’s Palliative Care Education and Training United Kingdom and IrelandEducation Standard FrameworkHow to use the Education Standard FrameworkThere are four sections to the Framework depicting the expectedlevels of developing knowledge and skills: Public Health, Universal,Core and Specialist. We expect people to either access a singlelevel, or to use a range of levels each building understanding skillsand exploring values. The standards can be seen as stand-alonelevels or as incremental so that a specialist might be expected tohave met all the learning outcomes across all of the levels. Weexpect programme leaders to assess and verify participants havemet the learning outcomes of prior levels (For example programmeleaders for Core programs will verify students can demonstrate howthey meet learning outcomes for Public Health and Universal levels)Programmes of learning should reflect Gabbay et al. 2014 1pyramidapproach and include technical skills (perhaps in Identifying andmanaging symptoms), soft skills of values and attitudes (as seen inSustaining self and well-being of others) and learning together (as inCommunicating effectively and Providing multi-disciplinary holisticcare in any care setting) in the belief that this approach will provideeffective learning to improve quality of care.1 Gabbay, J., Le May, A., Connell, C., & Klein, J. H. (2014). Skilled for improvement? Learning communities and the skills needed to improve care: An evaluative servicedevelopment. London: Health Foundation.CPCET Education Standard Framework8v1.0.07.20

Suggested local indicativecontent exemplarsSuggested assessmentexemplarsLevelLevel outcomesEvidenceEvidenceEvidenceThe Quality Assurance Agency forHigher Education ions-and-credit-frameworksThe 4 learning outcomes have beendeveloped from the identified Sourcesof information as detailed on eachlevel.QAA UK Quality Code for HigherEducation: eand-guidance/assessmentScottish Credit and QualificationsFramework (SCQF)https://scqf.org.uk/Blooms TaxonomyBuilding knowledge and nthesisEvaluationQuality and Qualifications esAnderson, L.W. & Krathwohl, D.R.(2001). A taxonomy for teaching,learning, and assessing: A revisionof Bloom’s taxonomy of educationalobjectives. New York, NY: Longman.Bloom, B.S. (1956). Taxonomyof educational objectives: Theclassification of educational goals.New York, NY: Longmans, Green.NB Throughout this document Child or Children refers to children and young people aged 0 - 18 years (including prenatal). Carers refers to the child’s main carer, often parentsor legal guardian.CPCET Education Standard Framework9v1.0.07.20

Children’s Palliative Care Education and Training United Kingdom and IrelandEducation Standard FrameworkPUBLIC HEALTHIn this level children’s palliative care as a public health issue will be addressed. Aspects such as social attitude to death and dying in childhood and bereavementfollowing a child death are explored. This would be expected to be across education, health and social care and involve other stakeholder groups concerned withchildren, their experience of childhood, learning and support of children, siblings, parents and other family members as well as communities affected by childdeath (e.g. school communities).LevelCertificateQAA EnglandWales and NIreland (FHEQ):2-3CertificateScotland SCQF:7Ireland QQI:6Learning OutcomeSuggested local indicative content exemplars1. Communicating effectively, for example:1. Communicating effectively Verbal and non-verbal communication relating to1.1 Gain an appreciation of both ‘helpful’ and ‘unhelpful’palliative care.patterns of communication with children and their Cultural patterns of communication incarers who are living with life-limiting/lifecommunities around palliative and bereavementthreatening conditions and those who havepractices.experienced a bereavement. Introduction to communication aids and2. Working with others in and across various settingstechnologies to facilitate communication for2.1 Discuss how to build and sustain compassionatechildren and their carers.communities and how all children can be included Effects of emotion, trauma and stress on verbalto experience a childhood alongside their peers.and non-verbal communication in palliative care.SuggestedassessmentexemplarsOn-line MCQ withfeedback.Reflection on a personalexperience.Arts-based reflection oflearning e.g. poster orpoem.Group presentation.3. Identifying and managing symptoms2. Working with others in and across various3.1 Describe common reactions to health and wellness,settings, for example:stress and grieving and set out potential Ethos of public health / what is public health /interventions/ strategies.health in palliative care. What being healthy means in palliative care /3.2 Reflect on own beliefs, attitudes and understandinghealth promotion.of personal and community responses to death in How society considers children who are palliative.childhood. What are compassionate communities? Diversity in children’s palliative care and issues of4. Sustaining self-care and supporting the wellaccess.being of others Health inequalities and effect on palliative care.4.1 Develop an awareness of and reflect on your ownbeliefs, attitudes, and values relating to child deathin their communities.CPCET Education Standard Framework10v1.0.07.20