5.3: Rhys Anderson | Hospice
- Page ID
- 90003
\( \newcommand{\vecs}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)
\( \newcommand{\vecd}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash {#1}}} \)
\( \newcommand{\id}{\mathrm{id}}\) \( \newcommand{\Span}{\mathrm{span}}\)
( \newcommand{\kernel}{\mathrm{null}\,}\) \( \newcommand{\range}{\mathrm{range}\,}\)
\( \newcommand{\RealPart}{\mathrm{Re}}\) \( \newcommand{\ImaginaryPart}{\mathrm{Im}}\)
\( \newcommand{\Argument}{\mathrm{Arg}}\) \( \newcommand{\norm}[1]{\| #1 \|}\)
\( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\)
\( \newcommand{\Span}{\mathrm{span}}\)
\( \newcommand{\id}{\mathrm{id}}\)
\( \newcommand{\Span}{\mathrm{span}}\)
\( \newcommand{\kernel}{\mathrm{null}\,}\)
\( \newcommand{\range}{\mathrm{range}\,}\)
\( \newcommand{\RealPart}{\mathrm{Re}}\)
\( \newcommand{\ImaginaryPart}{\mathrm{Im}}\)
\( \newcommand{\Argument}{\mathrm{Arg}}\)
\( \newcommand{\norm}[1]{\| #1 \|}\)
\( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\)
\( \newcommand{\Span}{\mathrm{span}}\) \( \newcommand{\AA}{\unicode[.8,0]{x212B}}\)
\( \newcommand{\vectorA}[1]{\vec{#1}} % arrow\)
\( \newcommand{\vectorAt}[1]{\vec{\text{#1}}} % arrow\)
\( \newcommand{\vectorB}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)
\( \newcommand{\vectorC}[1]{\textbf{#1}} \)
\( \newcommand{\vectorD}[1]{\overrightarrow{#1}} \)
\( \newcommand{\vectorDt}[1]{\overrightarrow{\text{#1}}} \)
\( \newcommand{\vectE}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash{\mathbf {#1}}}} \)
\( \newcommand{\vecs}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)
\( \newcommand{\vecd}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash {#1}}} \)
Concepts
- Palliation/End of Life
- Pain/Comfort
- Grief and Loss
Exemplar
- Pancreatic Cancer
AACN Sphere of Care
- Hospice/Palliative Care
SDOH Domains
- Health Care Access & Quality
- Social & Community Context
- Appraise the progression of symptoms experienced during the end-of-life transition.
- Identify five interdisciplinary interventions that can be utilized to reduce pain during end-of-life care.
- Describe why cultural aptitude is imperative when caring for a client and their family during end-oflife.
- Compare and contrast pharmacologic and nonpharmacologic interventions for end-of-life symptoms.
Scenario Summary
A 51-year-old male, diagnosed with Stage IV pancreatic ductal adenocarcinoma 11 months ago. The pancreatic lesion metastasized to his liver, colon, omentum, bladder, and bilateral kidneys. Client’s condition has rapidly declined over the past 6-8 weeks.
Additional Teaching Strategies
Classroom
- Have students complete a Venn diagram of palliative care and hospice care .
- Have students explore the American Nurses Association (ANA) position statement on the Nurses’ Roles and Responsibilities in providing care and support at the end-of-life. Addresses background, practice, education, research, and administrative roles in end-of-lifecare. Have students review and apply the concepts to the case study. The ANA position statement can be found at: https://www.nursingworld.org/~4af078...nstatement.pdf.
- Considering cultural approaches to end-of-life, death and after-life is an important part of holistic nursing care. Assign students (or small group of students) a specific culture and have them prepare and present different cultural perspectives of end-of-life, death and after-life. Some cultural aggregates could include such as Hindu, Hmong, Mexican, Native American, Somali, Guatemalan, or Haitian. Additionally, one aggregate could include a traditional military service for individuals who have served our country.
Clinical
- Have the students review the PPSv2 tool and discuss client scenarios for each of the levels of care described on the tool. The tool is located at: https://micmtcares.org/sites/default...nce_Scale1.pdf.
Lab
- Create a short scenario utilizing Rhys’ information when teaching about care of the body after death.
- Have the students perform shrouding of a mannequin.
Simulation
- Create a scenario incorporating an acute setting where a client’s death occurs. Have the students manage through family emotions and after cares of the client’s body.
- Create short scenarios for different reactions to end-of-life coping. Could have a focus on client or family.
Across the Curriculum
- Utilize this case study across the curriculum to establish a sense of continuity of care. Introduce Rhys in multiple courses and methods of instruction per ideas listed above. Introduce Rhys as an individual in a medical-surgical course who was just diagnosed with cancer. Have students manage coping strategies. Then later in the program, introduce Rhys as the case study presents him and have students address concepts such as death & dying, spirituality, ethics, grief & loss, coping.