Table 3.
Qualitative study result summary
| Caregivers and family members | Healthcare providers | Patients | Volunteers | |
|---|---|---|---|---|
| Early intervention | ||||
| Akyar (2019) [21] | Y | Y | ||
| Education | ||||
| Gardner* (2022) [30] | M | |||
| Hall (1998) [29] | M | |||
| Harrison* (2016) [27] | Y | |||
| Ingleton (2011) [32] | Y | Y | ||
| Naicker (2016) [31] | Y | |||
| Pesut* (2015) [26] | M | M | M | |
| Innovative approaches (service) | ||||
| Bracken (2011) [58] [palliative care needs assessment tool] | N | |||
| Carey (2016) [53] [respite service] | M | M | M | |
| Cortis (2017) [57] [medication management service] | Y | |||
| Horseman (2019) [59] [caregiver needs assessment tool] | M | |||
| Lindenfelser (2008) [55] [paediatric music therapy] | Y | |||
| Spelten (2019) [56] [after-hours nurse service] | Y | M | ||
| Innovative approaches (personnel role) | ||||
| Daley* (2006) [66] [heart failure nurse-led collaboration] | Y | |||
| Fedel* (2021) [67] [nurse specialist collaboration role with palliative care] | Y | |||
| O’Connor (2011) [69] [pharmacists’ role in community-based palliative care] | M | |||
| Percival (2014) [71] [domiciliary care workers’ role in palliative care team] | Y | Y | Y | |
| Standardised sessions | ||||
| Fletcher* (2008) [83] | Y | |||
| Kramer (2014) [43] | M | |||
| Telehealth | ||||
| Collier (2016) [84] | Y | |||
| Hughes (2011) [35] | M | |||
| Jiang* (2020) [36] | Y | Y | ||
| Saysell* (2003) [37] | M | |||
| Volunteers | ||||
| Allen (2016) [44] | M | |||
| Claxton-Oldfield (2010) [50] | Y | |||
| Lee* (2020) [45] | Y | |||
| Luijkx* (2009) [46] | Y | |||
| Pesut* (2018) [47] | Y | Y | Y | |
| Pesut (2020) [51] | Y | M | Y | Y |
| Subramanian (2022) [48] | M | M | ||
| Warner (2021) [52] | M | |||
| Weeks (2008) [49] | Y |
Y = overall positive feedback, M = mixed positive and negative feedback, N = overall negative feedback.
aStudies are both quantitative and qualitative.