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dc.contributor.authorNwaesei, Chiedu
dc.date.accessioned2020-03-02T15:31:01Z
dc.date.available2020-03-02T15:31:01Z
dc.identifier.urihttp://hdl.handle.net/10464/14744
dc.description.abstractThis study explored the challenges experienced by bereaved family members and healthcare professionals (HCPs) at the end-of life in a hospital palliative care setting. The research focused on elderly persons suffering with a life-limiting illness. The study sought to identify common conflicts as well as strategies and helpful tools to negate these challenges from occurring in the future. Strategies and practical tools were introduced in a 2-part workshop (mirroring a flipped classroom approach) designed to assist HCPs in their professional development by providing more clarity through the trajectory of palliative care. A thematic analysis of the literature revealed 4 overarching themes: (a) lack of and ineffective communication (particularly between the bereaved family members and HCPs); (b) delivering effective symptom management for persons with a life-limiting illness; (c) lack of emotional support both for families and HCPs; and (d) feeling unequipped for the care involved during palliative care. The workshop highlighted the importance of effective conversation, establishing a safe and trusting environment, and encouraging consistent discussions that ultimately dictate the care provided in palliative care. The workshop adopted Kolcaba’s theory of comfort as its theoretical framework, which comprised three forms: relief, ease, and transcendence. In addition, the workshop introduced the acronym ADD—advanced care planning, having the discussion, resulting in the delivery of appropriate care unique to the individual with the life-limiting illness—for use as a guideline in HCPs’ practice. Findings of the study can make a positive impact by improving the quality of care during the end-of-life process in palliative care.en_US
dc.subjectPalliative Care Pedagogy, End-of-life, Challengesen_US
dc.titleNavigating the Trajectory of Palliative Care Pedagogy Through the Relationship of Patient, Family Members, and Healthcare Professionalsen_US


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