3 End of life through a different lens. Did medical and nursing students benefit from a novel interprofessional learning experience? A focus group evaluation

Introduction A multidisciplinary approach is needed for effective, compassionate, and patient-centred end-of-life care (EOLC).1 Interprofessional approaches using simulation in EOLC education can improve student knowledge and confidence.2 Student expectations and experiences of EOLC in an interprofessional learning environment are less understood. Methods We devised a novel interprofessional learning day for medical and nursing students, which focused on the experience of one patient and their family at the end-of-life, in real time. Actor simulations, tutorials, and peer-to-peer teaching were utilised within small mixed groups of medical and nursing students facilitated by faculty with EOLC expertise. Subsequently, students were invited to course-specific small focus groups. A semi structed interview guide was used. The discussion was audio-recorded, transcribed, and analysed using reflexive thematic analysis.3 Ethical approval granted by the Swindon Academy Medical Education Research Committee. Results '…fantastic day…every student should have the opportunity to do this…'nursing student, focus group 4 '…we get to already see how we're working together with other professions right from the start till the end of the day…'medical student, focus group 2 The focus group data generated five themes: psychological safety within interprofessional learning; contextualising roles in EOLC; understanding multidisciplinary perspectives; effective communication; and providing a person-centred approach in EOLC. Medical students expressed that prior teaching within palliative medicine placements allowed for greater depth of contextualisation of multidisciplinary working. Nursing students had a greater spectrum of EOLC experience from their placements and were able to share existing knowledge, with mutual benefit. Conclusion The interprofessional learning day provided medical and nursing students with valuable multidisciplinary perspectives of EOLC. It demonstrates the benefits of meeting interprofessional learning outcomes by viewing EOLC through a different lens. The sensitive and effective approach was positively evaluated by both cohorts of students; we hope they will carry this into their future practice. References Fernando G, Hughes S. Team approaches in palliative care: a review of the literature. Int J Palliat Nurs 2019 Sep 2;25(9):444–51. Efstathiou N, Walker WM. Interprofessional, simulation-based training in end of life care communication: a pilot study. J Interprof Care. 2014 Jan 1;28(1):68–70. Braun V, Clarke V. Using thematic analysis in psychology. Qual Res Psychol 2006 Jan 1;3(2):77–101.