Mrs Calley Tardini1, Mrs Michele Evans1
1Monash Health, Berwick, Australia
Biography:
Calley is a Palliative Care Clinical Nurse Consultant at Monash Health with extensive experience across both acute and community care settings. Specialising in palliative care and passionate about nursing education, she holds qualifications in nursing as well as training and assessment. In collaboration with Michele Evans, Nurse Unit Manager of Tower 3 at Casey Hospital, Calley has contributed to the professional development of acute nurses through teaching, mentoring and education – supporting nurses to deliver person-centred palliative care.
Abstract:
Background:
Palliative care is a vital component of quality healthcare, ensuring that patients with life-limiting illnesses receive compassionate, person-centred support. At Casey Hospital, the acute medical ward (Tower 3) manages a high number of patients requiring palliative care, including five dedicated inpatient beds. Prior to 2025, nursing staff had limited access to specialist palliative education, resulting in variable confidence and competence across the unit.
Aim:
This Quality Improvement Project aimed to enhance palliative care knowledge, confidence and bedside practice among nursing staff on Tower 3 through targeted, ward-based education.
Methods:
A collaborative qualitative approach involving relevant stakeholders including the Monash Health education team, Nurse Unit Manager and the Palliative Care Consultancy Team was used to identify key learning needs via an informal educational needs assessment. Over six months, three to four bimonthly education sessions were delivered on the ward, including case-based reviews and ad hoc bedside support from the Palliative Care Nurse Consultant.
Results:
Pre- and post-intervention qualitative surveys demonstrated significant improvements in staff confidence in symptom management, communication and understanding of palliative care principles. Attendance and engagement increased, and other wards subsequently requested similar education. Qualitative feedback from staff valued the practical, relevant, and accessible nature of ward-based learning.
Conclusion:
Integrating specialist palliative care education into the acute care setting fosters sustainable improvements in staff capability and patient care. This model enhanced dignity, comfort, and support for both patients and staff and is suitable for replication across other acute care environments.