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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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Fundamentals of Nursing Process II01:25

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There are several characteristics related to delivering nursing care. One vital characteristic of the nursing process is that it can be used to protect nurses and justify the provided care. Productive use of the nursing process requires the knowledge and skills of nurses to assess and solve issues. Nurses should develop and strengthen their critical thinking skills and evidence-based nursing interventions to improve their skills in formulating nursing care plans. A well-defined approach to...
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Ethical Issues01:27

Ethical Issues

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Nurses are essential in patient care, upholding the ethical principles of their profession and effectively navigating ethical dilemmas. Neglecting ethical issues can lead to inadequate patient care, compromised therapeutic relationships, and moral distress among healthcare workers.
Ethical Concerns in Healthcare:
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Interdisciplinary Care: The Health Care Team-I01:21

Interdisciplinary Care: The Health Care Team-I

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An interdisciplinary team includes many healthcare professionals working together and utilizing their skills, knowledge, and expertise to provide holistic and quality patient care.
Physicians
The physician's primary responsibility is to diagnose illness and direct the medical or surgical treatment of the condition. The authority to admit patients to a healthcare agency or institution and practice care within that setting is granted to physicians by the healthcare agency or institution...
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Interdisciplinary Care: The Health Care Team-II01:18

Interdisciplinary Care: The Health Care Team-II

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An interdisciplinary team includes many healthcare professionals working together and utilizing their skills, knowledge, and expertise to provide holistic and quality patient care. Here are a few more healthcare professionals.
Physical Therapist
A physical therapist (PT) aims to restore function or prevent additional impairment in a patient following an injury or disease. Massage, heat, cold, water, sonar waves, exercises, and electrical stimulation are some treatments used by PTs to treat...
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Fundamentals of Nursing Process I01:27

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The nursing process is the core of practice for every registered nurse to deliver holistic, patient-focused care. The following are the five steps in the nursing process.
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Related Experiment Video

Updated: Nov 22, 2025

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum
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An Essential Hospice Experience Course for Preclinical Students.

Emily S Beckman, Chad Childers

    Perspectives in Biology and Medicine
    |January 8, 2021
    PubMed
    Summary

    This study introduces an undergraduate hospice experience course to prepare future physicians. Experiential learning with dying patients and shared narratives enhances medical education and patient care.

    Area of Science:

    • Medical Humanities
    • Medical Education
    • Palliative Care

    Background:

    • Traditional medical education often lacks comprehensive training in end-of-life care and patient narrative.
    • Medical humanities scholars emphasize the importance of narrative in understanding patient experiences.
    • The value of shared patient stories, beyond written accounts, is crucial for holistic care.

    Purpose of the Study:

    • To propose and examine an undergraduate hospice experience course as a novel model for experiential learning.
    • To enhance preparation for students entering medical school and foster development into compassionate physicians.
    • To integrate the significance of end-of-life care and patient storytelling into medical training.

    Main Methods:

    • Development and implementation of an upper-level undergraduate course focused on hospice experience.

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  • Coupling student volunteer hospice service with reflective analysis of end-of-life care.
  • Emphasis on the value of shared narratives from patients, families, and friends.

    • Main Results:

    • The course provides a structured experiential learning opportunity for premedical students.
    • It highlights the critical role of understanding and integrating patient and family narratives.
    • The program fosters a deeper appreciation for medicine's intersection with end-of-life issues.

    Conclusions:

    • Undergraduate hospice experience courses offer a valuable model for medical education.
    • Experiential learning and narrative reflection are key to preparing empathetic and competent future doctors.
    • This approach encourages a broader dialogue on improving end-of-life care education.