End-of-Life Care in Intensive Care – what are the evidence gaps and possibilities for the future?

What is known and not known about end-of-life care in intensive care settings with recommendations to advance future practice and research

1 CPD Points, 1 CEUs, 1 AMA PRA Category 1 Credits.
Providers: CPDUK, CBRN, EB Medicine

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Dr Kristen Ranse, RN, PhD help_outline
Lecturer in Nursing at Griffith University, Australia
Lecture Summary

The provision of end-of-life care remains a significant component of work in intensive care settings. Over the last decade, this area of practice has gained increased attention with a substantial increase in research, however, gaps remain. This presentation will focus on what is known and not known about end-of-life care in intensive care settings and provide recommendations to advance future practice and research.

Target Audience

Critical Care Nurses
Trainee Critical Care Doctors

Learning Objectives:

Upon completion of this activity, you should be able to:

  • Define end-of-life care in the context of intensive care
  • Outline current evidence pertaining to end-of-life care in an intensive care setting
  • Identify and describe three key barriers to the provision of end-of-life care in intensive care
  • Identify and describe three strategies that could be implemented in their own practice environment to improve the care provided to patients at the end-of-life and their families
Release Date

1 November 2020

Termination Date

31 October 2023

Accreditation

This activity has been planned and implemented in accordance with the accreditation requirements and policies of the Accreditation Council for Continuing Medical Education (ACCME) through the joint providership of EB Medicine and Continulus. EB Medicine is accredited by the ACCME to provide continuing medical education for physicians.

Credit Designation

EB Medicine designates this internet-enduring material for a maximum of 1 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

Needs Assessment

The need for this educational activity was determined by surveys of the target audience and experts in the specialty. Further assessment was provided by examining the topics of recently published evidence-based medicine reviews, national clinical guidelines, and specialty society recommendations, as well as suggestions from evaluations of previous learning programs to determine practice gaps.

CME Faculty Disclosure

It is the policy of EB Medicine to ensure objectivity, balance, independence, transparency, and scientific rigor in all CME-sponsored educational activities. All faculty participating in the planning or implementation of a sponsored activity are expected to disclose to the audience any relevant financial relationships and to assist in resolving any conflict of interest that may arise from the relationship. In compliance with all ACCME Essentials, Standards, and Guidelines, all faculty for this CME activity were asked to complete a full disclosure statement. The speaker did not report any relevant financial interest or other relationship with the manufacturer(s) of any commercial product(s) discussed in this educational presentation.

Earning Credit

In order to earn CME credit, the participant must take the pre-test, watch the course, take the CME post-test, and complete the post-test evaluation.

Hardware/Software Requirements

Online learners will need a computer or web-enabled device to access the podcast, additional learning materials, and CME test.