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Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum
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[Can we learn to die?]

Annina Seiler1, Caroline Hertler2, Sophia Rose Evstigneev2

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Healthcare professionals often avoid discussing death and dying, despite its importance in patient care. Embracing impermanence can improve patient relationships and should be integrated into medical education.

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deathdevelopmentdyingimpermanencelife

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Area of Science:

  • Medical Ethics
  • Palliative Care
  • Psychology of Death

Background:

  • Death and dying are critical in patient care, particularly for terminal illnesses.
  • Discussions about mortality are frequently avoided in clinical practice.
  • Fear of death impacts healthcare professionals and patient relationships.

Purpose of the Study:

  • To explore the reasons behind the avoidance of death and dying discussions.
  • To assess the significance of addressing mortality in patient relationships and personal lives.
  • To advocate for integrating discussions of impermanence into healthcare and education.

Main Methods:

  • Literature review on death anxiety and communication in healthcare.
  • Qualitative analysis of healthcare professionals' perspectives.
  • Exploration of philosophical and psychological approaches to impermanence.

Main Results:

  • Fear of death stems from various personal and societal factors.
  • Open communication about dying enhances therapeutic relationships and patient-centered care.
  • Integrating end-of-life discussions improves professional development.

Conclusions:

  • Openness to impermanence is vital for healthcare professionals.
  • Discussions on death and dying should be central to medical and nursing curricula.
  • Addressing mortality fosters deeper connections and improves care quality.