demonstrate the principles of effective communication when interacting with people with lifelimiting
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1 MODULE 2 Communicating with people with life-limiting illnesses Providing support for people with life-limiting illnesses requires you to understand the meaning of the illness and its effects on individuals. It's vital to identify and acknowledge an individual's concerns and sources of distress, and respond to these effectively. OVERVIEW MODULE 2: Communicating with people with life-limiting illnesses will help you develop your skills in communicating with people with life-limiting illnesses and their families. AIMS & OBJECTIVES After completing this module, you should be able to: demonstrate the principles of effective communication when interacting with people with lifelimiting illnesses and their families identify sources of psychological, social and spiritual support for people with life-limiting illnesses and their families recognise how your own values and beliefs about death and dying affect your personal responses and interactions with people with life-limiting illnesses and their families. PCC4U LEARNING RESOURCES WORKBOOK STUDENT LEARNING RESOURCES
2 SECTION 1 Death & dying in contemporary society In this section you will: reflect on various meanings of death and dying in contemporary society and how they relate to a person's own experiences of dying consider how your own values and beliefs may influence how you interact with a person with a life-limiting illness consider the diversity of cultural issues and needs associated with death and dying. ACTIVITY 1: The challenges faced 1. Consider a person you have cared for who has been diagnosed with a life-limiting illness. What were the main sources of distress for this person and how did you know these were concerns? 2. What are some of the reasons that individuals can respond differently when diagnosed with a life-limiting illness? 20 PCC4U LEARNING RESOURCES WORKBOOK STUDENT LEARNING RESOURCES 2014
3 Activity 2: Michelle s story 1. What are some of the fears and concerns that Michelle might experience at this time? 2. What are your immediate personal reactions to Michelle s situation? PCC4U LEARNING RESOURCES WORKBOOK STUDENT LEARNING RESOURCES
4 SECTION 2 Supportive communication ACTIVITY 3: Communication principles 1. Think about your experience of discussing existential and psychological concerns with patients. a) What aspects of communication are you most comfortable with in this area? b) What aspects of communication do you find challenging? 2. Using the principles described in this section, outline: a) What communication strategies you use most commonly? b) What additional strategies you could implement in your practice? 22 PCC4U LEARNING RESOURCES WORKBOOK STUDENT LEARNING RESOURCES 2014
5 3. Watch the expert opinion piece where a General Practitioner is describing some key strategies for communicating challenging news to patients. How well do the medical practitioner's suggestions match the communication strategies identified in this section? Activity 4: Receiving distressing news 1. What do you think would be the main sources of distress for Michelle and Pete at this time? 2. What specific communication strategies did Meredith use to give the news to Michelle and Pete about the progression of her disease? 3. What additional communication strategies could the oncologist use to improve this interaction? PCC4U LEARNING RESOURCES WORKBOOK STUDENT LEARNING RESOURCES
6 Activity 5: Understanding palliative treatment 1. What do you think would be the main sources of distress for Michelle at this time? 2. What specific communication strategies did Jeremy use to give the assist Michelle to understand the treatment she was to receive? 3. What additional communication strategies could the radiation therapist use to improve this interaction? Activity 6: Michelle s illness progresses 1. What do you think would be the main sources of distress for Michelle and Pete at this time? 24 PCC4U LEARNING RESOURCES WORKBOOK STUDENT LEARNING RESOURCES 2014
7 2. What specific communication strategies did Meredith use to a) Respond to her distress? b) Introduce the concept of palliative care? 3. What additional communication strategies could the oncologist use to improve this interaction? PCC4U LEARNING RESOURCES WORKBOOK STUDENT LEARNING RESOURCES
8 SECTION 3 Communicating with children ACTIVITY 7: How to communicate with children 1. What are the main issues for children when a parent has a life-limiting illness? 2. How might these concerns vary depending on the child's age? 3. How would you respond to a parent who is concerned about the effect of their illness on their children? 26 PCC4U LEARNING RESOURCES WORKBOOK STUDENT LEARNING RESOURCES 2014
9 Activity 8: Raising concerns 1. What do you think would be the main concerns that Michelle and Pete have about discussing Michelle s prognosis with them? 2. What specific suggestions did Dawn provide to assist Michelle and Pete? 3. What specific communication strategies did Dawn use to provide this advice? 4. What additional strategies could Dawn use to improve this interaction? PCC4U LEARNING RESOURCES WORKBOOK STUDENT LEARNING RESOURCES
10 SECTION 4 Providing person-centred support Activity 9: Understanding sources of distress 1. Review the Patient Dignity Inventory and list the key sources of distress that are assessed by this tool. 2. What are the potential barriers that may hinder discussions between health professionals and patients about their distress? 3. What strategies might a health care professional use to introduce sensitive issues, such as spirituality, intimacy or sexuality? 4. What specific open-ended questions may assist in introducing these topics? 28 PCC4U LEARNING RESOURCES WORKBOOK STUDENT LEARNING RESOURCES 2014
11 Activity 10: Responding to losses 1. Use the Patient Dignity Inventory to identify some of Michelle's sources of distress at this time. 2. What communication strategies does Dawn engage to encourage Michelle to talk about her concerns? 3. What other strategies might be used to support an individual who: a) Expresses concerns about how their illness has affected relationships with people close to them? b) Feel the illness is affecting their personal appearance and body image? PCC4U LEARNING RESOURCES WORKBOOK STUDENT LEARNING RESOURCES
12 4. As a health care professional, what can you do to help a person, such as Michelle, feel in control when their illness is progressing? 5. Dawn asks Michelle if she would be interested in seeing a psychologist for support. In what circumstances should referral to a psychologist be considered? 30 PCC4U LEARNING RESOURCES WORKBOOK STUDENT LEARNING RESOURCES 2014
13 SECTION 5 The spiritual dimension of care Activity 11: Understanding spiritual needs 1. Reflect on what spirituality means to you. How might this meaning affect your professional responses to people with life-limiting illnesses? 2. Identify specific strategies that might be used to: a) Assess spiritual issues b) Provide spiritual care to people with life-limiting illnesses. PCC4U LEARNING RESOURCES WORKBOOK STUDENT LEARNING RESOURCES
14 Activity 12: Spiritual conversations 1. What does Michelle state is important to her at this time? 2. What specific strategies does James use to explore the meaning of illness and dying to Michelle? 3. What specific strategies does James use to respond to a) Michelle s question: 'I am going to die soon aren t I? b) Michelle s questions about dying? 32 PCC4U LEARNING RESOURCES WORKBOOK STUDENT LEARNING RESOURCES 2014
15 4. What other strategies would you recommend to: a) Explore the meaning of illness and dying to Michelle? b) Respond to Michelle s questions about dying? PCC4U LEARNING RESOURCES WORKBOOK STUDENT LEARNING RESOURCES
16 SECTION 6 Support for people at the end stages of life Activity 13: End-of-life concerns 1. What might be some of the issues experienced by families and carers in the following end-of-life care settings: hospital home hospice? 2. From the perspective of your own discipline, what specific supportive interventions can you implement as part of end-of-life care? 34 PCC4U LEARNING RESOURCES WORKBOOK STUDENT LEARNING RESOURCES 2014
17 Activity 14: Preparing for Michelle s death 1. What are Pete s main concerns at this time? 2. How does James help Pete deal with these concerns? 3. What other strategies could you use to provide emotional support to Pete, Michelle and their family at this time? PCC4U LEARNING RESOURCES WORKBOOK STUDENT LEARNING RESOURCES
18 SECTION 7 Self-care for health care professionals Activity 15: Adopting self-care strategies 1. What are some self-care strategies you might use when caring for people with life-limiting illnesses? 2. What strategies can you use to support other members of the health care team? 36 PCC4U LEARNING RESOURCES WORKBOOK STUDENT LEARNING RESOURCES 2014
19 SECTION 8 Reflections on what you ve learnt PCC4U LEARNING RESOURCES WORKBOOK STUDENT LEARNING RESOURCES
20 38 PCC4U LEARNING RESOURCES WORKBOOK STUDENT LEARNING RESOURCES 2014
describe the epidemiological and clinical features along the illness trajectories of specific lifelimiting
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MODULE 2 Communicating with people with life-limiting illnesses Providing support for people with life-limiting illnesses requires you to understand the meaning of the illness and its effects on individuals.
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