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The views and opinions expressed in our blog series are those of the authors and are not necessarily supported by CareSearch, Flinders University and/or the Australian Government Department of Health.
The first week of the CareSearch MOOC Dying2Learn is about engaging with Death and Dying. The MOOC will introduce different concepts and prompt the reader to think about things that they had not previously considered or had not wanted to think about at the time. Some of this can be confronting, so we start off by exploring the constructs of death through humour. Our main message at the beginning of the MOOC is – don’t take this too seriously. Have a good laugh and get the conversations started in a safe place. So, for example I have linked to the Dying Matters website (UK) ‘Dying for a Laugh’ where comedians reflect and ultimately consider their own deaths, hoping that their involvement will encourage others to talk more openly and more often about death and other end of life issues.
At CareSearch we acknowledge and respect the Kaurna people, the traditional custodians whose ancestral lands on which CareSearch located.
Naa Marni? This greeting in Kaurna language translates to ‘Are you all good?’
I recall once walking through a university corridor on my way to give a tutorial, and overhearing some students complaining that they couldn't understand why they had to spend so much time in their course on Aboriginal Health. I was quite shocked by this, because to me the reason was obvious – Aboriginal and Torres Strait Islander people die at least 10 years earlier than non-indigenous Australians. How had they missed this vital point?
One of the key goals of the Close the Gap campaign for Indigenous health equality is to reduce the gap in life expectancy and healthcare access between Aboriginal and Torres Strait Islander peoples and the non-indigenous Australian population.
As a course coordinator of the palliative care courses at Flinders University I have seen our post graduate student population change over time. Ten years ago, students were primarily health professionals who worked in specialist palliative care services. These students worked to expand and update their knowledge, sharpen their skills and improve their own professional capacity to deliver palliative care.
Today Flinders’ students still work to grow, change and develop, but the student profile is changing. We work with students who are employed across a range of health services including, aged care, emergency departments, pain clinics, medical wards, adult and neonatal intensive care units, and respiratory wards. These professionals are proactively seeking to expand their skills to meet the needs of the growing number of Australians (up to 52%) with a life-limiting illness and who die in acute hospitals.
New healthcare research is being produced at an exponential rate and the challenges for clinicians to keep abreast of it are well documented. Perhaps less frequently discussed is the question of what happens once relevant evidence has been identified. How does it move from the page to have a tangible influence on patient care or health system outcomes?
Despite the abundance of research evidence available, we know that it is often slow to reach those that need it, and even slower to be implemented. An oft cited time lag is a staggering 17 years! The implication is that patients may be receiving ineffectual treatments, out of step with best practice recommendation, in the meantime. This must inevitably impact on patient safety, quality improvement processes, and healthcare costs across the sector.
Reflecting on what I do and what my responsibilities are as a Research Nurse is quite complex and one single role cannot encompass all the activities associated with clinical research trials.
Protocol development is the first phase of the project, where a team is involved in developing the protocol. From my perspective, knowledge and experience of a research nurse is indispensable in creating a good balance between the needs of the research and the patients involved.