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P-64 Exploring the value of a short course on advance care planning for patients within a supportive care out-patient clinic – a case study
  1. Helen Evans
  1. St. Wilfrid’s Hospice, Chichester, UK


Background/context Advance care planning (ACP) is a process of discussion between an individual and their care providers with the aim of establishing decisions about future care when capacity is lost (NHS End of Life Care, 2008; Mullick et al ., 2013). ACP has to be more than a ‘tick box’ approach and whilst individual preparation has been identified as important (Russell, 2014) the value of patient education in this area is less clear.

Aim To pilot a four, sequential week course for patients within the setting of the day hospice and structure of a supportive care clinic.

Approach used The course was designed by a senior lecturer within the hospice education department. It consisted of sixty to ninety minute sessions over four consecutive weeks and was planned as a small group format. The themed sessions were delivered by another senior lecturer (both with extensive clinical experience). Materials included PowerPoints, films, national leaflets and local documentation. Complementary therapies were offered adjacently, together with consultant review pre and post the course.

Outcomes One patient, with a malignancy primary, referred by their general practitioner completed the course earlier in 2015. Adjustments were made to the first two sessions through ongoing feedback. The patient was interviewed afterwards by a non-clinical member of the hospice team with very positive feedback.

Course evaluation forms, pre and post course questionnaire and marketing materials have also now been developed for future courses.

Conclusion This case study demonstrated, through feedback, the value of a course to explain this complex subject and facilitate discussion.

Application to hospice practice The course format and structure is of value for sharing with other hospices. Additionally, the role of the hospice earlier in a patient’s trajectory has implications to practice from a number of dimensions.

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