Action learning: an effective way to improve cancer‐related pain management. Issue 21 (2nd March 2017)

• Record Type: Journal Article
• Authors: Kasasbeh, Mohammed Ali Mohammed; McCabe, Catherine; Payne, Sheila
• Is Part Of: Journal of clinical nursing. Volume 26:Issue 21/22(2017)
• Page Start: 3430
• Page End: 3441
• Publication Date: 2017-03-02
• Subjects: action learning -- cancer -- interprofessional learning -- interprofessional working -- pain -- surveys; Nursing -- Periodicals; Clinical medicine -- Periodicals; 610.7305
• DOI: 10.1111/jocn.13709
• Languages: English
• ISSNs: 0962-1067

Abstract

Abstract : Aims and Objectives: To evaluate the efficacy of action learning for improving cancer related pain management in the acute healthcare settings. Background: Despite the prevalent use of action learning in private, public, clinical and non‐clinical settings, no studies were found in the literature that either examined cancer pain management or used action learning as an approach to improve patient care in acute healthcare settings. Methods: An intervention pre – posttest design was adopted using an action learning programme (ALPs) as the intervention. Healthcare professionals' knowledge, attitudes and practice were assessed and evaluated before and after the implementation of the six‐month ALPs. A pre and post audit and survey were conducted for data collection. The data were collected from the entire population of 170 healthcare professionals in one healthcare organisation. Results: The management of cancer related pain improved significantly following the intervention. Significant improvement were also seen in healthcare professionals' knowledge, attitudes with improved cancer related pain management as a consequence of this. Conclusion: Despite many organisational challenges to practice development and collaborative working in healthcare settings there is evidence that action learning can achieve positive outcomes for improving CRP and supporting collaborative working. Relevance to clinical practice: Action learning needs to be considered as a strategy for achieving high quality standards.