| Summary: | Leigh A Donovan,1 Penelope J Slater,2 Sarah J Baggio,3 Alison M McLarty,3 Anthony R Herbert3,4
On behalf of the Quality of Care Collaborative Australia1Bereavement Service, Queensland Children’s Hospital, Children’s Health Queensland, Brisbane, QLD, Australia; 2Oncology Services Group, Queensland Children’s Hospital, Children’s Health Queensland, South Brisbane, QLD, Australia; 3Paediatric Palliative Care Service, Queensland Children’s Hospital, Children’s Health Queensland, Brisbane, QLD, Australia; 4Centre for Children’s Health Research at Institute of Health and Biomedical Innovation, Queensland University of Technology, Brisbane, QLD, AustraliaCorrespondence: Penelope J SlaterOncology Services Group, Queensland Children’s Hospital, Children’s Health Queensland, 12b, 501 Stanley St, South Brisbane, QLD 4101, AustraliaTel +61 7 3068 5785Email penny.slater@health.qld.gov.auPurpose: Demand for generalist health professional knowledge and skills in pediatric palliative care (PPC) is growing in response to heightened recognition of the benefits of a palliative approach across the neonatal, pediatric, adolescent and young adult lifespan. This study investigates factors that enhanced PPC workforce capability and education outcomes in metropolitan and regional areas through the integration of dedicated educator roles within specialist pediatric palliative care (SPPC) teams through a national education project.Methods: Cross-sectional, prospective qualitative study guided by the Consolidated Criteria for Reporting Qualitative Studies. The study drew on Discovery Interview methodology and transcripts subjected to inductive thematic analysis. A convenience sample (n=16) of health professionals and educators were recruited from specialist tertiary and regional services providing PPC in Australia.Results: Four themes emerged related to outcomes of the national PPC education project: (1) building capability in PPC, (2) developing inter-professional partnerships, (3) sustaining staff well-being, and (4) learning from children and families. Dedicated educator roles in SPPC services enhanced workforce capability through education and ongoing mentoring, built collaborative relationships between the complex network of care providers for children with a life-limiting condition (LLC) and their families, and improved quality and access to PPC. Delivery of education evolved from didactic to interactive engagement and coincided with development of a mentoring model between SPPC clinicians and generalist health and social care providers.Conclusion: This study contributes to a growing body of knowledge on innovative and responsive mechanisms for enhancing workforce capability in PPC and provides additional evidence to support funding of dedicated educator roles in specialist PPC services.Keywords: health professionals, education, workforce capability, pediatric palliative care
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