Palliative Care Capabilities

The Palliative Care Workforce Capabilities Framework comprises seven capabilities, each with a set of indicators. These capabilities are interconnected and should be applied within the following guiding principles:

Interconnectivity Across Capabilities

The capabilities are structured using the ‘knowing, doing, being’ model, a widely applied framework across various professional practices, including its extensive use in healthcare [1-4]. While presented as distinct components, these capabilities are inherently interdependent, reflecting the multifaceted and holistic nature of palliative care.

• Knowing encompasses the specialised knowledge required for palliative care. Given the complexity and holistic nature of palliative care, not a single form of knowledge alone can adequately guide the workforce in its practice. The continued acquisition of knowledge will be required to have a set of knowledge that fulfils and reflects particular roles within the palliative care team.
• Being underpins this model as the qualities associated with being represent a professional embodiment of meanings, values and practices as well as ways of being in the world. These qualities are not easily articulated and are challenging to teach, yet they are vital to the provision of care. For this framework, they will refer to distinct qualities of being that are inherent in the provision of palliative care.
• Doing focuses on the practical skills required by the workforce to address the needs of individuals with life-limiting conditions and emphasises the importance of building relationships in palliative care.

Definition of palliative care

For the purpose of this framework and in alignment with Palliative Care Australia, palliative care is defined as: “person and family-centred care provided for a person with an active, progressive, advanced disease, who has little or no prospect of cure and who is expected to die, and for whom the primary treatment goal is to optimise the quality of life” [5].

Application across all workforce groups

This framework applies to all workforce groups providing palliative care, recognising variations in scope of practice based on legislation, geography, organisational policies, consumer needs, and workforce experience. It does not differentiate between specialist and non-specialist knowledge but outlines core graduate capabilities applicable across disciplines. The depth of knowledge required should be tailored through appropriate educational programs.

Consideration for Aboriginal and Torres Strait Islander Peoples

The capability “Provide inclusive and culturally safe care for people affected by life-limiting conditions,” acknowledges the importance of providing palliative care that respects each person’s cultural background. The first indicator, however, specifically highlights care provision for Aboriginal and Torres Strait Islander Peoples, given their unique cultures, histories, and shared experiences of colonisation, which have led to common barriers in accessing palliative care services. The need to provide trauma-aware, healing-informed care is vital. It is also important to understand the protective factors and healing properties associated with cultural connection and expression.

Engagement of Community and Volunteers

While communities and volunteers provide essential support for individuals with life-limiting conditions, this framework focuses exclusively on the competencies required for formal workforce education. Volunteer contributions are valued but fall outside the scope of these graduate capabilities.

Alignment with National Standards

The framework aligns with the most recent, existing, and authoritative national standards guiding palliative care practice. These standards have been developed through extensive consultation and are designed to ensure safe, high-quality, and equitable palliative care across all settings. While this framework reflects and integrates key elements of these national standards, its primary aim is to emphasise that all palliative care practice should be informed by and adhere to these overarching guidelines. As national standards continue to evolve in response to emerging evidence and healthcare needs, they should remain the foundation for palliative care education and workforce development.

View our recent poster presentation at the 2025 Oceanic Palliative Care Conference: Developing a consensus-based palliative care workforce capabilities framework.

References

1. Higgs J, Titchen A, Ewing R, Smith D. Doing, knowing, being and becoming: The nature of professional practice. In: Higgs J, Titchen A, editors. Professional practice in health, education and the creative arts. Oxford: Blackwell Science; 2001. org/10.1002/9780470690659.ch2
2. Eriksson S, Helgesson G, Höglund AT. Being, doing, and knowing: Developing ethical competence in health care. Journal of Academic Ethics. 2007;5(4):207–16. doi:10.1007/s10805-007-9029-5
3. White J. Knowing, doing and being in the context: A praxis-oriented approach to child and youth care. Child Youth Care Forum. 2007; 36:225-244. doi:10.1007/s10566-007-9043-1
4. Martin, K and Mirraboopa, B. Ways of knowing, being and doing: A theoretical framework and methods for Indigenous and Indigenist research. Journal of Australian Studies, 2003;27(76):203–214. org/10.1080/14443050309387838
5. Palliative Care Australia. National Palliative Care Standards. 5th ed. Canberra: Palliative Care Australia; 2023. Available from: https://palliativecare.org.au/national-palliative-care-standards-for-specialist-palliative-care-providers-5-1-edition-2024/

• The Canadian interdisciplinary palliative care competency framework by Canadian Partnership Against Cancer & Health Canada (2021) Link
• Palliative care competency framework by Palliative Care Competency Framework Steering Group; Dublin: Health Service Executive (2014) Link
• The Ontario Palliative Care Competency Framework by Ontario Palliative Care Network (2019) Link
• Inter-professional palliative competency framework by BC Centre for Palliative Care (2018). Link
• Alberta Health Care Aides’ Palliative Care Competency Framework: A resources manual for health care professionals (2020) by Covenant Health Palliative Institute Link
• A guide to using palliative care competence frameworks by Scottish Partnership for Palliative Care (2007) Link
• A National Professional Development Framework for Palliative Care Nursing in Aotearoa New Zealand (2014) Link
• Children’s palliative care education and training UK and Ireland. Education Standard Framework (2020) Link
• Poulos RG, Boon MY, George A, Liu KPY, Mak M, Maurice C, Palesy D, Pont LG, Poulos CJ, Ramsey S, Simpson P, Steiner GZ, Villarosa AR, Watson K, Parker D. Preparing for an aging Australia: The development of multidisciplinary core competencies for the Australian health and aged care workforce. Gerontology Geriatric Educ. 2021 Jul-Sep;42(3):399-422t Link
• Gamondi, Claudia & Larkin, Philip & Payne, Sheila. (2013). Core competencies in palliative care: An EAPC white paper on palliative care education – Part 1. European Journal of Palliative Care. 20. 86-91. Link
• The Royal Australian College of General Practitioners Curriculum for Australian General Practice (2011) – Palliative Care Link
• Atreya S, Jeba J, Pease N, Thyle A, Murray S, Barnard A, Munday D, Mathews L, Leng M, Palat G, Ganesh A, Chakraborty S, Anbarasi S, Kumar R, Muckaden M, Grant E. Primary palliative care competency framework for primary care and family physicians in India-Collaborative work by Indian Association of Palliative Care and Academy of Family Physicians of India. J Family Med Prim Care. 2019 Aug 28;8(8):2563-2567. Link
• Palliative and End of Life Care Competency Assessment Tool (2016) Link
• Palliative Care Curriculum for Undergraduates (PCC4U) Project Team. (2012). Principles for including palliative care in undergraduate curricula. Brisbane: QUT Link