GWL407 - Death, Dying, Grief and Bereavement

Outline information
Semester
Schools offering this subject
Last revision date 2024-01-29 00:03:50.69
Last review date 2024-04-01 00:15:00.65

Subject Title
Death, Dying, Grief and Bereavement

Subject Description

This course will provide the student with an introduction to the issues that seniors and their care-allies experience in death, dying, grief and bereavement from a pluralist perspective.  While the focus of the course is on geriatric end-of-life (EOL) issues, the content will cover a lifespan perspective because death occurs at any point in a lifespan and grief is experienced in a multigenerational context.  Particular attention will be paid to: developing the student?s insight into how death can impact personal experiences and perspectives as it relates to their clients in the community, current relevant theories and practices on death and the dying process in contemporary Canadian society, application of standardized clinical assessments will be learned and practiced when evaluating for and creating holistic end-of-life (EOL) care plans for older adults, working with volunteers and family caregivers and care-allies to provide support during the dying process, understanding the loss and grieving process and working with families to adjust to loss and bereavement from a pluralist, inclusive, holistic, lifespan perspective; identifying effective palliative programming in community and institutional care settings; promoting advocacy and funding support for older adults experiencing the dying process and their family caregivers. Identifying ethical dilemmas when applying the new legislation of the Medical Assistance in Dying Act (MAID) and the OCSWSSW Code of Ethics regarding this new law and its application will be discussed. Identifying the needs of older adults and their caregivers? support systems will be integrated into the learning process.  Students will be discussing the regulations and laws surrounding ethical issues encountered in the palliative and hospice field and reflecting on their own cultural, religious, and spiritual beliefs and values regarding death and the dying process.  As well, students will be expected to reflect on their personal loss history and how this impacts their professional practice in the field when working with seniors and caregivers.  We will have a special section on losing loved ones during COVID19 as the circumstances surround this type of dying and grieving in isolation is a new global phenomenon yet, uniquely traumatic for each individual who is an older adult dying in isolation and their loved ones who cannot be with them in their final moments and grieve in isolation.
 
This course incorporates much of the PalCare Core 1 palliative practice principles for certification based on the National Palliative Care Network standards.  There will be an additional one-day training session to complete the Core 1 Principles in Palliative Care certification process.  The cost will be minimal for this additional module. 

Credit Status
One credit

Learning Outcomes
Upon successful completion of this subject the student will be able to:

  1. Describe 3-6 theories related to the dying process used in the helping fields through presentations and in-class assignments
  2. Develop a holistic approach to end of life care using the empowerment model in a multidisciplinary setting by conducting needs assessments, creating “wish lists” & advanced directives, Substitute Decision-making (SDM) designations, and individualized palliative care planning for older adults and their families
  3. Identify the losses, challenges, and common ethical & moral dilemmas faced by the professional Team, the dying person, and their family/support systems at EOL with a pluralistic cultural lens through presentations and reflective writing and in-class debate/discussion
  4. Critically analyse some of the current social geriatric issues and assumptions related to the dying and bereavement processes by reviewing relevant legislation impacting the client and family system e.g. MAID Act, Patients First Act, AODA, PHIPA, Mental Health Act, SDM Act and recent changes to the provincial structures that encompass health, older adults, and support services by conducting professional journal research and commentary on the new provincial legislation being enacted.
  5. Describe several contemporary theories of grief from a holistic-lifespan framework throughout the bereavement process using experiential approaches that also identify for anticipatory grief, trauma, disenfranchised grief and complicated grief according to the DSM5 tools
  6. Identify one's own experiences, feelings, attitudes, beliefs, and values related to the dying and bereavement processes that may impact professional engagement with clients and their families using reflective writing skills, self-reflective activities, and in-class discussions
  7. Evaluate the diverse ways in which religions, cultures, and sub-groups shape the  process dying and bereavement through interviewing professionals in the industry and observations using a “global pluralistic lens” and individual presentations
  8. Evaluate for compassion fatigue and burn out commonly experienced in the field of hospice/palliative care and bereavement by identifying triggers and creating an effective self-care plan. (see outcome 6)
  9. Critically analyse recent research on and topics in EOL affecting older adults and their caregivers through professional journal reviews and “pop” news bytes that “inform” the public
  10. This course will allow students to complete their CORE1 palliative principles and practices certification.Mandatory certification required to pass this course

Essential Employability Skills

    •  Communicate clearly, concisely and correctly in the written, spoken and visual form that fulfils the purpose and meets the needs of the audience.

    •  Respond to written, spoken, or visual messages in a manner that ensures effective communication.

    •  Apply a systematic approach to solve problems.

    •  Use a variety of thinking skills to anticipate and solve problems.

    •  Analyze, evaluate, and apply relevant information from a variety of sources.

    •  Show respect for diverse opinions, values, belief systems, and contributions of others.

    •  Interact with others in groups or teams in ways that contribute to effective working relationships and the achievement of goals.

    •  Manage the use of time and other resources to complete projects.

    •  Take responsibility for one's own actions, decisions, and consequences.

Academic Integrity
Seneca upholds a learning community that values academic integrity, honesty, fairness, trust, respect, responsibility and courage. These values enhance Seneca's commitment to deliver high-quality education and teaching excellence, while supporting a positive learning environment. Ensure that you are aware of Seneca's Academic Integrity Policy which can be found at: http://www.senecapolytechnic.ca/about/policies/academic-integrity-policy.html Review section 2 of the policy for details regarding approaches to supporting integrity. Section 2.3 and Appendix B of the policy describe various sanctions that can be applied, if there is suspected academic misconduct (e.g., contract cheating, cheating, falsification, impersonation or plagiarism).

Please visit the Academic Integrity website http://open2.senecac.on.ca/sites/academic-integrity/for-students to understand and learn more about how to prepare and submit work so that it supports academic integrity, and to avoid academic misconduct.

Discrimination/Harassment
All students and employees have the right to study and work in an environment that is free from discrimination and/or harassment. Language or activities that defeat this objective violate the College Policy on Discrimination/Harassment and shall not be tolerated. Information and assistance are available from the Student Conduct Office at student.conduct@senecapolytechnic.ca.

Accommodation for Students with Disabilities
The College will provide reasonable accommodation to students with disabilities in order to promote academic success. If you require accommodation, contact the Counselling and Accessibility Services Office at ext. 22900 to initiate the process for documenting, assessing and implementing your individual accommodation needs.

Camera Use and Recordings - Synchronous (Live) Classes
Synchronous (live) classes may be delivered in person, in a Flexible Learning space, or online through a Seneca web conferencing platform such as MS Teams or Zoom. Flexible Learning spaces are equipped with cameras, microphones, monitors and speakers that capture and stream instructor and student interactions, providing an in-person experience for students choosing to study online.

Students joining a live class online may be required to have a working camera in order to participate, or for certain activities (e.g. group work, assessments), and high-speed broadband access (e.g. Cable, DSL) is highly recommended. In the event students encounter circumstances that impact their ability to join the platform with their camera on, they should reach out to the professor to discuss. Live classes may be recorded and made available to students to support access to course content and promote student learning and success.

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