PT  - JOURNAL ARTICLE
AU  - Becky Whittaker
AU  - Sharan Watson
TI  - 45 Implementing real talk: interprofessional education intervention enabling clinicians to develop confidence in open and honest conversations about dying
AID  - 10.1136/spcare-2020-PCC.66
DP  - 2020 Mar 01
TA  - BMJ Supportive & Palliative Care
PG  - A24--A25
VI  - 10
IP  - Suppl 1
4099  - http://spcare.bmj.com/content/10/Suppl_1/A24.3.short
4100  - http://spcare.bmj.com/content/10/Suppl_1/A24.3.full
SO  - BMJ Support Palliat Care2020 Mar 01; 10
AB  - Background National reports highlight the need to break down the barriers between the evidence to practice gap in talking with patients about dying. Our programme of research incorporates evidence and video clips from UK hospice consultations. Real Talk is designed to fit into existing communication skills training, disseminated across diverse interprofessional groups/settings, aiming to promote confidence and competence.Real Talk holds great promise because:practicalities of short video clips ensure flexibility for practitioners to engage in detailed conversation and debate, enhancing the learning potential in any environment;the depth of evidence underpinning our resources helps demystify complex communication strategies, promoting confidence when talking about dying;clinicians using the resources span diverse professional groups and clinical settings helping promote talk in broaching dying and planning ahead with diagnostic uncertainty.Methods Mixed methods, quantitative database, qualitative user evaluations, content validity from field notes and workshops.Results We have 114 facilitators engaged in using Real Talk; 67% clinicians (n=76; 52 doctors, 12 nurse specialists, 8 allied health, 4 nurses) and 33% educators (n=38; 16 faculty, 13 hospice, 10 end of life facilitators). Table of diversity of interprofessional groups and settings.Conclusions Our findings show a growing number of Real Talk facilitators are clinicians embedded in practice, shifting delivery from educators. Emerging themes from our evaluation are that the resource is user friendly, very impactful in embedding communication skills in practice, is adaptable as a resource to use in a range of learning events, and is relevant to the inter-professional audience. Facilitators and learners alike appreciate the authentic nature, and value the video clips in demonstrating the softer skills and nuances of communication. Bridging the evidence to practice gap by naming the skills, can build confidence to engage patients in end of life talk. Next steps will be formalising impacts in practice over time.