Subject area | Allotted time (min) | Purpose of the activity | Working strategy |
Definition and principles of palliative care | 35 min | From individual reflection, identify the notions that the students have about palliative care drawn from two analysis units | “Suffering” and “Palliative Care” were selected as analysis units. Three groups worked on “suffering” and the remaining four on “palliative care”. Each group had to select phrases or words that clearly represent the analysis unit |
Ethical and legal aspects | 20 min | Express arguments of an ethical and legal nature to analyze a case of a final phase of life | Report and analysis of a case |
Psychosocial aspects and support networks | 65 min | Explore notions about support networks, spirituality and family approach in palliative care | Case report and analysis |
Communication in PC | 60 min | Recognize the student’s capacity to communicate bad news to the patient, the caregiver and the family | Development of seven role games: imminent death; transfer to home with instrumental activities; alternative therapies at the end of life; urgent hospitalization re-entry due to uncontrolled symptoms; palliative sedation; denial to palliative care; and diagnostic certainty |
Identification and management of symptoms | 215 min | Recognize the understandings of the symptoms that represent palliative needs, their means of assessment, possible interventions and evaluation of the health outcome | Reports A and B billboard activities |
Identification of capabilities to take on specific skills | 30 min | Identify skills for which the students consider they have the capacity to take on | Analysis of disciplinary skills and select those they consider to have the capacity to develop |