Chapter 15 LECTURE 14 PART III Flashcards
Planning For The End of Life
PHYSICAL CARE AFTER DEATH
-Physical care is performed according to what two things?
- The culture of the patient
- The protocols of the institution
PHYSICAL CARE AFTER DEATH
-It is important to communicate with the family concerning what?
-policies and routines related to care & transport of the body
PHYSICAL CARE AFTER DEATH
-The family may want what?
private time with the deceased
PHYSICAL CARE AFTER DEATH
-What should you provide the family with?
referrals for funeral home & support groups
DEVELOPMENTAL CONCEPTS OF DEATH & DYING: Infants
-Do infants have a concept of death?
-No
DEVELOPMENTAL CONCEPTS OF DEATH & DYING: Infants
-Describe how an infant may percieve death
They may understand when someone is not there due to separation anxiety, but again, they have no concept of death
DEVELOPMENTAL CONCEPTS OF DEATH & DYING: Toddler
-How do they view the separation as?
-Why?
-Temporary
-Because he or she is just learning how to separate from the parents & object permanence
DEVELOPMENTAL CONCEPTS OF DEATH & DYING: Toddler
-Do they realize that death is permanent?
-What do they think?
-No
-They think the person will come back
DEVELOPMENTAL CONCEPTS OF DEATH & DYING: Preschooler
-What do they think about death, why?
-That death is reversible because they don’t think logically
DEVELOPMENTAL CONCEPTS OF DEATH & DYING: Preschooler
-What may they believe?
-What may this make them feel?
-Why do these feelings arise?
-That his or her own negative thoughts caused the ill sibling, for example, to go away
-Guilt or shame
-Magical thinking
DEVELOPMENTAL CONCEPTS OF DEATH & DYING: Preschooler
-Death SHOULD NOT be described as what?
Sleep
DEVELOPMENTAL CONCEPTS OF DEATH & DYING: Preschooler
-What may preschoolers fear?
Abandonment
DEVELOPMENTAL CONCEPTS OF DEATH & DYING: Preschooler
-Serious illness may be misunderstood as what?
Punishment
DEVELOPMENTAL CONCEPTS OF DEATH & DYING: School-Age Child
-What do school-age children now realize? Why?
-That death is permanent because they have concrete thinking
DEVELOPMENTAL CONCEPTS OF DEATH & DYING: School-Age Child
-What may they develop? Describe it
-Is it common?
-Thanatophobia –> fear of death
-Yes
DEVELOPMENTAL CONCEPTS OF DEATH & DYING: School-Age Child
-Can they attend the funeral or memorial service?
Yes
DEVELOPMENTAL CONCEPTS OF DEATH & DYING: Adolescent
-How do they understand death, why?
-They understand the permanence of death since they can think abstractly
DEVELOPMENTAL CONCEPTS OF DEATH & DYING: Adolescent
-What do they do?
-What can they understand?
-They mourn
-They understand the effects of death on others
DEVELOPMENTAL CONCEPTS OF DEATH & DYING: Adolescent
-They have difficulty coping with what?
Their own death
UNDERSTANDING DEATH THROUGHOUT THE LIFESPAN: Death in Childhood
-Children’s perspectives of death varies with what?
-Fatally ill children typically fear what? So ____ and _____ contact is more important than what?
-age
-abandonment; frequent and caring; logic
UNDERSTANDING DEATH THROUGHOUT THE LIFESPAN: Death in Childhood
-What do older children seek?
-What do they become?
-specific facts
-less anxious about death and dying
UNDERSTANDING DEATH THROUGHOUT THE LIFESPAN: Death in Adulthood
-What shifts when adults become responsible for work and family?
Attitudes
UNDERSTANDING DEATH THROUGHOUT THE LIFESPAN: Death in Adulthood
-Death anxiety usually (increases/decrease) in emerging adulthood & middle age
-Then it gradually (increases/decreases)?
-increases
-decreases
UNDERSTANDING DEATH THROUGHOUT THE LIFESPAN: Death in Adulthood
-From ages ____ to ___, terminally ill adults worry about leaving what?
-25 to 65
-leaving something undone or leaving family members (especially children)
UNDERSTANDING DEATH THROUGHOUT THE LIFESPAN: Death in Late Adulthood
-Death anxiety (increases/decreases)
-Hope (rises/falls)
-decreases
-rises
UNDERSTANDING DEATH THROUGHOUT THE LIFESPAN: Death in Late Adulthood
-What is one sign of mental health among older adults?
The acceptance of their own mortality and altruistic concern about those who will live on after them
UNDERSTANDING DEATH THROUGHOUT THE LIFESPAN: Death in Late Adulthood
-Many older adults accept what?
-What do they do?
-death
-plan
UNDERSTANDING DEATH THROUGHOUT THE LIFESPAN: Death in Late Adulthood
-Acceptance of death does not mean what?
that the elderly give up on living
ROLE OF THE HEALTH-CARE WORKER IN END-OF-LIFE CARE
-You should ensure ____ of the patient and family concerning what?
-education
-the diagnosis
ROLE OF THE HEALTH-CARE WORKER IN END-OF-LIFE CARE
-Ensure that ____ _____ is provided with a clear ____ of all available ___ ___ ___
-informed consent
-offer
-options of care
ROLE OF THE HEALTH-CARE WORKER IN END-OF-LIFE CARE
-Ensure that the patient’s and familiy’s ____ and ____ wishes are respected
-This should only be done if what?
-cultural and personal
-As long as it doesn’t interfere with care
ROLE OF THE HEALTH-CARE WORKER IN END-OF-LIFE CARE
-Communicate with the _____ ____-____ ____ when death is _____ or has ____
-multidisciplinary health-care team
-imminent
-occurred
DEATH OF A CHILD
-What kinds of discussions should be a normal part of the growth and development?
Discussions of life and death
ROLE OF THE HEALTH-CARE WORKER IN END-OF-LIFE CARE
-Children typically do what as they prepare for death?
Progress through specific stages
ROLE OF THE HEALTH-CARE WORKER IN END-OF-LIFE CARE
-What is the optimal approach?
Truthfulness, explained in age-appropriate terms
ROLE OF THE HEALTH-CARE WORKER IN END-OF-LIFE CARE
-What is often devastating?
Emotional impact on the family
