Keeping it real: Exploring an interdisciplinary breaking bad news role-play as an integrative learning opportunity.

Sweeney, C. Renn Upchurch; O’Sullivan, Eleanor; McCarthy, Marian

doi:10.14434/josotl.v15i2.13262

Cited by 18 publications

(19 citation statements)

References 24 publications

(22 reference statements)

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“…Utilizing experts for on-site training to facilitate group analyses of case studies, role-playing exercises, and demonstrations is an effective means of teaching professional caregivers techniques that will improve their comfort level in delivering bad news and confidence in supporting the family. According to Sweeney et al [( 64 ), p. 14], role-play is particularly impactful, stating:…”

Section: Discussionmentioning

confidence: 99%

Fostering Vicarious Resilience for Perinatal Palliative Care Professionals

et al. 2020

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Background: The demands on healthcare professionals caring for families grappling with a life-limiting condition in an unborn or newly born child can be overwhelming. Clinicians working in emergency/trauma, hospice, and pediatric settings are already at high risk for burnout and compassion fatigue, which can leave healthcare institutions increasingly vulnerable to poor retention, absenteeism, and waning quality of care. The provision of exemplary palliative care requires a cohesive interdisciplinary team of seasoned professionals resilient to daily challenges. In September 2019, the American College of Gynecology, in a committee opinion, published standard of care guidelines for perinatal palliative care. This has created an impetus for exceptional caregiving and a greater demand for both physician and interdisciplinary healthcare provider education, training, and ongoing support that promotes truly beneficent care for pregnant patients confronted with life-limiting fetal conditions. Methods: A scoping review of the research literature was conducted in order to distinguish the barriers and facilitators of professional resiliency in perinatal palliative care. PubMed, Medline, CINAHL, and EBSCO Psychology & Behavioral Sciences Collections were systematically reviewed. Because of the paucity of studies specific to perinatal palliative care, several interviews of nurses and physicians in that field were conducted and analyzed for content distinctly pertaining to personal practices or workplace factors that support or hinder professional resiliency. Results: The research indicated that medical professionals often cite a lack of knowledge, inexperience using effective communication skills related to perinatal palliative care and bereavement, challenges with interdisciplinary collaboration, misconceptions about the role and function of palliative care in the perinatal or neonatal settings, moral distress, and workload challenges as encumbrances to professional satisfaction. Strategic implementation of facility-wide bereavement care training, effective communication modalities, and evidenced-based practical applications are critical components for a thriving perinatal palliative care team. Authentic formal and informal debriefing, peer mentoring, adequate caseloads, robust provider self-care practices, exceptional relational efficacy, and cultural and spiritual humility can foster personal growth and even vicarious resilience for perinatal palliative care professionals. Conclusions: Support should be strategic and multifaceted. The onus to implement salient measures to cultivate resilience in the perinatal palliative caregiver should not be only upon the individuals themselves but also upon prevailing regulatory governing bodies and healthcare institutions.

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Section: Discussionmentioning

confidence: 99%

Fostering Vicarious Resilience for Perinatal Palliative Care Professionals

et al. 2020

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“…Playful boundary-crossing is further articulated as a potential catalyst for creativity and co-creativity through the participants' diversity and exchanges of perspectives (Bogers & Sproedt, 2012;Nerantzi, 2019), and how playful pedagogies as enjoyable and affective experiences in play spaces promote open-ended exploration and creative learning (Bogers & Sproedt, 2012;Choi et al, 2018;Pánek et al, 2018). In playful boundary-crossing collaboration, frequent results are discussed in the potential capabilities of playfulness in fostering trustful, intrinsically motivated, and joyful learning experiences through the diversity of perspectives (Arnab et al, 2019;Choi et al, 2018;Nerantzi, 2019;Sweeney et al, 2015). Playful learning across educations, disciplines and professions is however also displayed as challenged in upholding motivation and collaboration, balancing different roles and cultures, attending to structural and scaffolding for structural differences, asymmetrical participation, and inequalities across boundaries (Addo & Castle, 2015;Arnab et al, 2019;Majgaard, 2010;Villadsen et al, 2012).…”

Section: Academia and Academics Become Playful When Thoughts Words Ac...mentioning

confidence: 99%

Voices of Playful Learning Experimental, Affective and Relational Perspectives across Social Education and Teacher Education

Holflod

2022

The Journal of Play in Adulthood

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The purpose of the article is to expand on the knowledge of playful learning in higher education through a Design-Based Research study across Danish social education and teacher education. It aims to develop a conceptual framework for playful learning in boundary-crossing collaboration within higher education pedagogy, with the study's empirical analysis examining three distinct voices of playful learning of experimentation (e.g., explorative, open-ended, creative collaboration), affectivity (e.g., emotional, sensory, and atmospheric collaboration), and relations (e.g., cultural, democratic, and polyphonic collaboration). The voices are polyphonic, though they are all expressed as social, active, and experiential ways of knowing and learning situated in playful framings outside 'ordinary' taéaching and learning. Finally, the article discusses tensions in developing playful learning in boundary-crossing collaboration between paradoxical longings for both conceptual unity and diversity, amid control and openness, which influences both practical applications and theoretical implications of developing playful learning in adult higher education.

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“…22 Since knowledge alone is typically not an effective method of changing provider practices, 71 active communication practice, role play, and case study simulations are preferable exercises for correcting or enhancing these aspects of professional performance. 72…”

Section: Simplicity Ye T Difficulty O F a Compassionate Approachmentioning

confidence: 99%

Tasked for Compassion: Initiating Reproductive Grief Care in the Neonatal Intensive Care Unit

Grauerholz¹

2022

Newborn

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The experience of parenting a premature or ill infant in the neonatal intensive care unit (NICU) can be overwhelming and traumatic. Parents who have previously endured a reproductive loss may find that an accumulation of escalating distress related to nurturing a neonate while receiving care in intensive care compounded with lingering grief from a prior perinatal loss can overwhelm their capability to cope. The ambiguous nature of perinatal loss and societal disenfranchisement of the grief often results in a prolonged or complicated bereavement trajectory which can inhibit bonding, mental health, and physical wellness. The frequent contact and perinatal conversations between parents and clinicians provide opportunities for essential discussions about emotional vigor, grief, and bereavement. A review of the literature and current research found that initiating conversations and care modalities that facilitate Worden's "tasks of grieving" can foster a necessary healing pattern for bereaved parents. These efforts will theoretically nurture parent-child bonding and promote desirable neonatal outcomes.

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Keeping it real: Exploring an interdisciplinary breaking bad news role-play as an integrative learning opportunity.

Cited by 18 publications

References 24 publications

Fostering Vicarious Resilience for Perinatal Palliative Care Professionals

Fostering Vicarious Resilience for Perinatal Palliative Care Professionals

Voices of Playful Learning Experimental, Affective and Relational Perspectives across Social Education and Teacher Education

Tasked for Compassion: Initiating Reproductive Grief Care in the Neonatal Intensive Care Unit

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