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The Hospice as a Learning Environment: A Follow-Up Study with a Palliative Care Team

Author

Listed:
  • Ines Testoni

    (Department of Philosophy, Sociology, Pedagogy and Applied Psychology (FISPPA), University of Padova, 35122 Padova, Italy
    Emili Sagol Creative Arts Therapies Research Center, University of Haifa, Haifa 3498838, Israel)

  • Vito Fabio Sblano

    (Department of Philosophy, Sociology, Pedagogy and Applied Psychology (FISPPA), University of Padova, 35122 Padova, Italy)

  • Lorenza Palazzo

    (Department of Philosophy, Sociology, Pedagogy and Applied Psychology (FISPPA), University of Padova, 35122 Padova, Italy)

  • Sara Pompele

    (Department of Philosophy, Sociology, Pedagogy and Applied Psychology (FISPPA), University of Padova, 35122 Padova, Italy)

  • Michael Alexander Wieser

    (Department of Psychology, University of Klagenfurt, Klagenfurt 9020, Austria)

Abstract

In Western society, the topic of death has been removed from everyday life and replaced with medical language. Such censorship does not reduce individuals’ fear of death, but rather limits their ability to elaborate their experiences of death, thus generating negative effects. The objective of this follow-up qualitative study was to detect how and if death education can help to improve individuals’ relationship with death and enhance care environments like hospices. Semi-structured interviews were conducted with palliative care professionals and teachers who had taken part in a death education initiative three years earlier. The results confirmed the initiative’s positive effect on both palliative care professionals and teachers. The participants reported that the education initiative helped them to positively modify their perspective on death, end-of-life care, and their own relationship to life, as well as their perception of community attitudes towards the hospice, which seemed to become less discriminatory. This study confirmed that school education initiatives can usefully create continuity between hospices and local communities. This project provided an educational space wherein it was possible for participants to elaborate their experiences in relation to death and to re-evaluate and appreciate hospices.

Suggested Citation

  • Ines Testoni & Vito Fabio Sblano & Lorenza Palazzo & Sara Pompele & Michael Alexander Wieser, 2020. "The Hospice as a Learning Environment: A Follow-Up Study with a Palliative Care Team," IJERPH, MDPI, vol. 17(20), pages 1-13, October.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:20:p:7460-:d:427583
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    References listed on IDEAS

    as
    1. Ines Testoni & Elisa Tronca & Gianmarco Biancalani & Lucia Ronconi & Giovanna Calapai, 2020. "Beyond the Wall: Death Education at Middle School as Suicide Prevention," IJERPH, MDPI, vol. 17(7), pages 1-12, April.
    2. Madelyn S. Gould & Alison M. Lake & Marjorie Kleinman & Hanga Galfalvy & Saba Chowdhury & Alison Madnick, 2018. "Exposure to Suicide in High Schools: Impact on Serious Suicidal Ideation/Behavior, Depression, Maladaptive Coping Strategies, and Attitudes toward Help-Seeking," IJERPH, MDPI, vol. 15(3), pages 1-17, March.
    3. Kathleen Bentein & Alice Garcia & Sylvie Guerrero & Olivier Herrbach, 2017. "How does social isolation in a context of dirty work increase emotional exhaustion and inhibit work engagement? A process model," Post-Print hal-03257922, HAL.
    Full references (including those not matched with items on IDEAS)

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    Cited by:

    1. Gloria Guidetti & Annalisa Grandi & Daniela Converso & Nicoletta Bosco & Stefania Fantinelli & Margherita Zito & Lara Colombo, 2021. "Funeral and Mortuary Operators: The Role of Stigma, Incivility, Work Meaningfulness and Work–Family Relation to Explain Occupational Burnout," IJERPH, MDPI, vol. 18(13), pages 1-16, June.

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