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Related Concept Videos

Continuing Care01:25

Continuing Care

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Continuing care describes the variety of health, personal, and social services provided over a prolonged period. The need for continuing care is increasing because people are living longer. Many people do not have families or others to care for them. Continuing care is mainly for patients who are disabled, functionally dependent, or suffering from a terminal disease. It is available within institutional settings or in homes. Examples include nursing centers or facilities, assisted living,...
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Resolving an ethical dilemma in healthcare involves a systematic approach that considers every aspect of the issue, respecting both the patient's needs and values and the healthcare professional's ethical obligations. Here are potential steps to resolve an ethical dilemma:
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Planning for learning involves the development of a teaching plan. Teaching plans are similar to nursing care plans—both follow the steps of the nursing process. Planning in the teaching process involves setting goals and outcomes. Here, goals identify what a patient needs to achieve to understand a healthcare topic better, whereas the outcomes are the action to be performed by the patient to achieve the goal within a timeframe. For example, if the goal is to educate the patient about...
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The nursing process provides a clinical decision-making framework for patients and families to establish and implement a personalized care plan. Since part of the nurse's duties is to teach patients, the steps of the nursing process are the most effective way to approach instruction. The nursing process and the teaching-learning process are inextricably linked.
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Patient-centered care involves delivering care beyond inpatient hospitalization. Reflective practice can enhance a patient-centered approach. Reflective practice is a process of reasoning that considers all aspects of the present situation, including practicalities, learning from personal practice, and consideration of patient needs. Patients appreciate care decisions made while considering their input. Involving the patient in their care provides the patient with a sense of contribution rather...
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Related Experiment Video

Updated: Dec 24, 2025

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum
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Building a Medical Undergraduate Palliative Care Curriculum: Lessons Learned.

Shirley H Bush1,2,3,4, Valérie Gratton1,5,6, Monisha Kabir2

  • 1Division of Palliative Care, Department of Medicine, 6363University of Ottawa, Ottawa, Canada.

Journal of Palliative Care
|April 15, 2020
PubMed
Summary

Improving palliative care training for medical students is crucial. This study details the successful 14-year development of a comprehensive palliative and end-of-life care curriculum, significantly increasing student interest.

Keywords:
curriculumend-of-life caremedical educationpalliative careundergraduate

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Area of Science:

  • Medical Education
  • Palliative Care
  • Curriculum Development

Background:

  • Existing palliative care training for medical students requires enhancement globally.
  • Undergraduate palliative care education is vital for meeting increasing patient needs.
  • Curriculum renewal presents an opportunity for palliative care integration.

Purpose of the Study:

  • To describe the development and integration of a comprehensive palliative and end-of-life care curriculum for medical undergraduates.
  • To highlight key factors and lessons learned during curriculum implementation.
  • To provide a model for other institutions developing similar programs.

Main Methods:

  • A 14-year process involving multiple steps and initiatives for curriculum development and integration.
  • Establishment of a bilingual (English and French) curriculum within a 4-year medical undergraduate program.
  • Leveraging university curriculum renewal and the presence of a dedicated palliative care champion.

Main Results:

  • Successful development and integration of a substantive palliative and end-of-life care curriculum.
  • A 13-fold increase in student selection of palliative care clinical rotations post-curriculum implementation.
  • Identification of critical success factors including team vision, interprofessional collaboration, and flexibility.

Conclusions:

  • A comprehensive, integrated palliative care curriculum can be successfully developed and implemented.
  • Dedicated champions, collaborative efforts, and adaptability are essential for curriculum success.
  • The developed curriculum and lessons learned can guide other institutions in enhancing undergraduate palliative care education.