Last semester's lecture on truth telling and breaking bad news to patients. It was presented by Dr Ghaiath Hussein for Farabi Medical College medical students.
A talk I gave in Al-Zaem Al-Azhary university on Thursday, 15/5/2014
Outline:
What do we mean by breaking bad news (BBN)?
Which news is bad? really bad? Like really, really bad !
Why should we care about BBN?
Ethical
Professional
Legal
BBN as part of the Communication Cycle/Pathway
Practical approaches to BBN:
SPIKES
ABCDE
BREAKS
The Do Not's in BBN
A talk I gave in Al-Zaem Al-Azhary university on Thursday, 15/5/2014
Outline:
What do we mean by breaking bad news (BBN)?
Which news is bad? really bad? Like really, really bad !
Why should we care about BBN?
Ethical
Professional
Legal
BBN as part of the Communication Cycle/Pathway
Practical approaches to BBN:
SPIKES
ABCDE
BREAKS
The Do Not's in BBN
BBN - Breaking Bad News is difficult task for Junior doctors in India as it was not in the Curriculum unlike Western countries. So this slide will give you the Facts / Methods with Description of one method & Key points.
There is an evident deficiency on how best to break bad news in medicine. This is an essential communication skill that our patients expect of us. It is an essential requisite of Good Medical Practice. This presentation is part of a course held at Al Hammadi Hospital, Suwaidi, Riyadh, KSA on Breaking Bad News. 2017
Lecture 14 & 15 truth telling and breaking bad news (BBN)Dr Ghaiath Hussein
A lecture on truth telling & breaking bad news (BBN) delivered to Alfarabi Medical College undergraduate medical students in the week starting 04.12.2016
Lecture on the definition and the principles of Breaking Bad News in clinical practice, prepared and presented by Prof. Faisal Ghani to Alfarabi Medical College Students
A short sharing on doctor-patient communication to First year medical students in Universiti Malaysia Sarawak, to be supplemented with anecdotal accounts.
Lecture 14 & 15 truth telling & breaking bad news (BBN)Dr Ghaiath Hussein
Truth telling & breaking bad news (BBN) in the practice of medicine. The ethical principles and the practical skills needed for breaking unfavourable news, with emphsis on the Islamic aspects and the practice in Saudi Arabia
BBN - Breaking Bad News is difficult task for Junior doctors in India as it was not in the Curriculum unlike Western countries. So this slide will give you the Facts / Methods with Description of one method & Key points.
There is an evident deficiency on how best to break bad news in medicine. This is an essential communication skill that our patients expect of us. It is an essential requisite of Good Medical Practice. This presentation is part of a course held at Al Hammadi Hospital, Suwaidi, Riyadh, KSA on Breaking Bad News. 2017
Lecture 14 & 15 truth telling and breaking bad news (BBN)Dr Ghaiath Hussein
A lecture on truth telling & breaking bad news (BBN) delivered to Alfarabi Medical College undergraduate medical students in the week starting 04.12.2016
Lecture on the definition and the principles of Breaking Bad News in clinical practice, prepared and presented by Prof. Faisal Ghani to Alfarabi Medical College Students
A short sharing on doctor-patient communication to First year medical students in Universiti Malaysia Sarawak, to be supplemented with anecdotal accounts.
Lecture 14 & 15 truth telling & breaking bad news (BBN)Dr Ghaiath Hussein
Truth telling & breaking bad news (BBN) in the practice of medicine. The ethical principles and the practical skills needed for breaking unfavourable news, with emphsis on the Islamic aspects and the practice in Saudi Arabia
It is very useful for mental health nursing student...
Mental health assessment determine patient is experiencing abnormalities in thinking and reasoning ability, feelings or behavior....
Basic principles, interview style, various components and their significance, how to take history of present illness, past history,family and personal history, substance history, premorbid personality
نظرية التطور عند المسلمين (بروفيسور محمد علي البار
ويقدم فيها سردا تاريخيا لنظريات نشأة الخلق وخلق آدم وكيف ان نظرية التطور هي نظرية علمية وليس دينية لكن تم استغلالها لمحاربة الكنيسة
Ethical considerations in research during armed conflicts.pptxDr Ghaiath Hussein
My talk @AUBMC Salim El-Hoss Bioethics Webinar Series. In this webinar, we have discussed the following points:
1- How armed conflicts affect the planning and conduct of research?
2- What is ethically unique about research during armed conflicts?
3- How did my doctoral project approach these ethical issues both at the normative and the empirical levels?
4- What are the lessons learned from the conflicts in the middle east (Sudan, Syria, Yemen, etc.) and how do they differ from the situation in Ukraine?
Acknowledgement: This talk is based on my doctoral thesis (http://etheses.bham.ac.uk/8580/), which was fully funded by Wellcome Trust, UK.
Research or Not Research? This Is Not the Question for Public Health Emergencies
November 17, 2021 @ 4:00 pm - 5:00 pm EST
Speaker:
Ghaiath Hussein, Assistant Professor, Medical Ethics and Law, Trinity College Dublin, Ireland
About this Seminar:
Public health emergencies, whether natural or man-made, local or global, in peacetime or during armed conflicts are always associated with the need to collect data (and sometimes biological samples) about and from those affected by these emergencies. One of the central questions in the relevant literature is whether the activities that involve the collection of data and/or biological samples are considered ‘research’, with the subsequent endeavour to define what ‘research’ is and whether they should be submitted for ethical approval or not. In this seminar, I will argue that this is not the central question when it comes to research/public health/humanitarian ethics. Using the findings of a systematic review on the research conducted in Darfur and findings from a qualitative project that aimed at defining what constitutes ‘research’ in public health emergencies I will, alternatively, present what I refer to as the ‘ethical characterization’ of these research-like activities and how they can be ethically guided.
Acute scrotum is a general term referring to an emergency condition affecting the contents or the wall of the scrotum.
There are a number of conditions that present acutely, predominantly with pain and/or swelling
A careful and detailed history and examination, and in some cases, investigations allow differentiation between these diagnoses. A prompt diagnosis is essential as the patient may require urgent surgical intervention
Testicular torsion refers to twisting of the spermatic cord, causing ischaemia of the testicle.
Testicular torsion results from inadequate fixation of the testis to the tunica vaginalis producing ischemia from reduced arterial inflow and venous outflow obstruction.
The prevalence of testicular torsion in adult patients hospitalized with acute scrotal pain is approximately 25 to 50 percent
Recomendações da OMS sobre cuidados maternos e neonatais para uma experiência pós-natal positiva.
Em consonância com os ODS – Objetivos do Desenvolvimento Sustentável e a Estratégia Global para a Saúde das Mulheres, Crianças e Adolescentes, e aplicando uma abordagem baseada nos direitos humanos, os esforços de cuidados pós-natais devem expandir-se para além da cobertura e da simples sobrevivência, de modo a incluir cuidados de qualidade.
Estas diretrizes visam melhorar a qualidade dos cuidados pós-natais essenciais e de rotina prestados às mulheres e aos recém-nascidos, com o objetivo final de melhorar a saúde e o bem-estar materno e neonatal.
Uma “experiência pós-natal positiva” é um resultado importante para todas as mulheres que dão à luz e para os seus recém-nascidos, estabelecendo as bases para a melhoria da saúde e do bem-estar a curto e longo prazo. Uma experiência pós-natal positiva é definida como aquela em que as mulheres, pessoas que gestam, os recém-nascidos, os casais, os pais, os cuidadores e as famílias recebem informação consistente, garantia e apoio de profissionais de saúde motivados; e onde um sistema de saúde flexível e com recursos reconheça as necessidades das mulheres e dos bebês e respeite o seu contexto cultural.
Estas diretrizes consolidadas apresentam algumas recomendações novas e já bem fundamentadas sobre cuidados pós-natais de rotina para mulheres e neonatos que recebem cuidados no pós-parto em unidades de saúde ou na comunidade, independentemente dos recursos disponíveis.
É fornecido um conjunto abrangente de recomendações para cuidados durante o período puerperal, com ênfase nos cuidados essenciais que todas as mulheres e recém-nascidos devem receber, e com a devida atenção à qualidade dos cuidados; isto é, a entrega e a experiência do cuidado recebido. Estas diretrizes atualizam e ampliam as recomendações da OMS de 2014 sobre cuidados pós-natais da mãe e do recém-nascido e complementam as atuais diretrizes da OMS sobre a gestão de complicações pós-natais.
O estabelecimento da amamentação e o manejo das principais intercorrências é contemplada.
Recomendamos muito.
Vamos discutir essas recomendações no nosso curso de pós-graduação em Aleitamento no Instituto Ciclos.
Esta publicação só está disponível em inglês até o momento.
Prof. Marcus Renato de Carvalho
www.agostodourado.com
Pulmonary Thromboembolism - etilogy, types, medical- Surgical and nursing man...VarunMahajani
Disruption of blood supply to lung alveoli due to blockage of one or more pulmonary blood vessels is called as Pulmonary thromboembolism. In this presentation we will discuss its causes, types and its management in depth.
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This includes all relevant anatomy and clinical tests compiled from standard textbooks, Campbell,netter etc..It is comprehensive and best suited for orthopaedicians and orthopaedic residents.
Tom Selleck Health: A Comprehensive Look at the Iconic Actor’s Wellness Journeygreendigital
Tom Selleck, an enduring figure in Hollywood. has captivated audiences for decades with his rugged charm, iconic moustache. and memorable roles in television and film. From his breakout role as Thomas Magnum in Magnum P.I. to his current portrayal of Frank Reagan in Blue Bloods. Selleck's career has spanned over 50 years. But beyond his professional achievements. fans have often been curious about Tom Selleck Health. especially as he has aged in the public eye.
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Introduction
Many have been interested in Tom Selleck health. not only because of his enduring presence on screen but also because of the challenges. and lifestyle choices he has faced and made over the years. This article delves into the various aspects of Tom Selleck health. exploring his fitness regimen, diet, mental health. and the challenges he has encountered as he ages. We'll look at how he maintains his well-being. the health issues he has faced, and his approach to ageing .
Early Life and Career
Childhood and Athletic Beginnings
Tom Selleck was born on January 29, 1945, in Detroit, Michigan, and grew up in Sherman Oaks, California. From an early age, he was involved in sports, particularly basketball. which played a significant role in his physical development. His athletic pursuits continued into college. where he attended the University of Southern California (USC) on a basketball scholarship. This early involvement in sports laid a strong foundation for his physical health and disciplined lifestyle.
Transition to Acting
Selleck's transition from an athlete to an actor came with its physical demands. His first significant role in "Magnum P.I." required him to perform various stunts and maintain a fit appearance. This role, which he played from 1980 to 1988. necessitated a rigorous fitness routine to meet the show's demands. setting the stage for his long-term commitment to health and wellness.
Fitness Regimen
Workout Routine
Tom Selleck health and fitness regimen has evolved. adapting to his changing roles and age. During his "Magnum, P.I." days. Selleck's workouts were intense and focused on building and maintaining muscle mass. His routine included weightlifting, cardiovascular exercises. and specific training for the stunts he performed on the show.
Selleck adjusted his fitness routine as he aged to suit his body's needs. Today, his workouts focus on maintaining flexibility, strength, and cardiovascular health. He incorporates low-impact exercises such as swimming, walking, and light weightlifting. This balanced approach helps him stay fit without putting undue strain on his joints and muscles.
Importance of Flexibility and Mobility
In recent years, Selleck has emphasized the importance of flexibility and mobility in his fitness regimen. Understanding the natural decline in muscle mass and joint flexibility with age. he includes stretching and yoga in his routine. These practices help prevent injuries, improve posture, and maintain mobilit
New Drug Discovery and Development .....NEHA GUPTA
The "New Drug Discovery and Development" process involves the identification, design, testing, and manufacturing of novel pharmaceutical compounds with the aim of introducing new and improved treatments for various medical conditions. This comprehensive endeavor encompasses various stages, including target identification, preclinical studies, clinical trials, regulatory approval, and post-market surveillance. It involves multidisciplinary collaboration among scientists, researchers, clinicians, regulatory experts, and pharmaceutical companies to bring innovative therapies to market and address unmet medical needs.
Report Back from SGO 2024: What’s the Latest in Cervical Cancer?bkling
Are you curious about what’s new in cervical cancer research or unsure what the findings mean? Join Dr. Emily Ko, a gynecologic oncologist at Penn Medicine, to learn about the latest updates from the Society of Gynecologic Oncology (SGO) 2024 Annual Meeting on Women’s Cancer. Dr. Ko will discuss what the research presented at the conference means for you and answer your questions about the new developments.
NVBDCP.pptx Nation vector borne disease control programSapna Thakur
NVBDCP was launched in 2003-2004 . Vector-Borne Disease: Disease that results from an infection transmitted to humans and other animals by blood-feeding arthropods, such as mosquitoes, ticks, and fleas. Examples of vector-borne diseases include Dengue fever, West Nile Virus, Lyme disease, and malaria.
Title: Sense of Smell
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
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micro teaching on communication m.sc nursing.pdfAnurag Sharma
Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Ve...kevinkariuki227
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
2. Objectives:
• By the end of this session, you should be able to:
1. Discuss the ethical issues related to truth telling
2. Identify the situations in which truth telling to the
patient needs to be approached with greater caution
3. Describe a systematic approach to breaking bad news
using the 6-step protocol for delivering bad news
3. Outline
• What do we mean by breaking bad news (BBN)?
• Which news is ‘bad’ in clinical practice?
• Why should we care about BBN?
• BBN as part of the Communication Cycle/Pathway
• Practical approaches to BBN: (SPIKES, ABCDE,
BREAKS, & Calgary-Cambridge framework for
breaking bad news)
4. SHARE YOUR EXPERIENCE
Have you ever been asked to tell someone the ‘bad news’?
What were the news?
How did you do it?
How did the receiver of the news responded?
5. What constitutes bad news?
• Ideas?
• “…pertaining to situation where there is a feeling of no
hope,
• a threat to a person’s mental or physical well being,
• a risk of upsetting an established lifestyle or
• where a given message conveys to an individual fewer
choices in his or her life” (Ptacek & Eberhardt TL, 1996)
• “any news that drastically and negatively alters the
patient’s view of her or his future” is bad news.
(Buckman, 1984)
6. What constitutes bad news?
• Unfavourable diagnosis
• Irreversible, un-treatable, or non-stoppable
diseases (or side effects, or complications)
• Disease recurrence
• Spread of disease
• Revealing positive results of genetic tests
• Stigmatization
• Late (to treat) stage diseases
• End of life decisions (DNR, resuscitation)
• Death
7. Why should we tell our patients
the truth about their conditions?
Ethical
autonomy
Beneficence
Non-
maleficence
Professional
Communicator
Advocate
Duty to care
Human
rights
Right to know
Right to
decide
Legal
Negligence
EOL decisions
Advance
directives
8. Legally
...وللطبيبالمريض حياة تهدد التي أو المستعصية األمراض حالة في
بالخطر-إبالغ مالءمة مدى ضميره عليه يمليه لما اًقوف يقدر أن
حظر قد المريض يكن لم ما وذلك المرض بحقيقة ذويه أو المريض
عليهم اإلبالغ يقتصر اًصأشخا أو اًصشخ عين أو ،ذلك عليه.
Article 18: The doctor can assess, in untreatable
diseases or those that endanger the live of the
patient, following his conscious, whether it is in the
patient’s best interests to tell the patient or his/her
family members with the nature of the condition,
except if the patient asked the doctor not to; or if
the patient has named specific person(s) to be
told
11. Five stages of grief & loss model
• Stage 1: Denial ()االنكار
Initially, people are shocked when they receive bad news
as general defence mechanism.
At the end of this stage, the person will start searching
for facts, the truth of for someone to blame.
• Stage 2: Anger (آخر عاطفي فعل رد او الغضب or other
emotional reaction)
When someone can no longer deny what is happening,
feelings of anger, irritation, jealously and resentment
arise (Sometimes directed at the bearer of the bad
news.)
12. Five stages of grief & loss model
• Stage 3: Depression ( اإلحباط-االكتئاب )
During this stage, the person involved feels helpless and
misunderstood. There is a chance that they could take
refuge in alcohol and drugs.
• Stage 4: Bargaining ( المساومة–مخرج عن البحث )
At this stage, people are trying to get away from the
dreadful truth in many different ways. This stage involves
bargaining.
• Stage 5: Acceptance (الحياة في واالستمرار )القبول
When the person involved becomes aware of the fact
that there is no more hope, they can accept the bad
news and accept their grief. they will feel like taking up
activities again and they will start making plans again.
17. Practical approaches to BBN
SPIKES ABCDE BREAKS
Setting and Listening
Skills
Patient Perception
Invitation to Give
Information
Knowledge
Explore Emotions &
Empathize
Strategy and Summarize
A- Advance
Preparation
B- Build environment/
relationship
C- Communicate well
D- Deal with reactions
E- Encourage &
validate emotions
B – Background
R – Rapport
E – Explore
A – Announce
K – Kindling
S – Summarize
18. SPIKES Approach (1)
• Setting and Listening Skills
• Physical space
• Body language and eye contact
• Positioning friends and relatives
• Open questions
• Facilitating: pausing, silence, nodding
• Clarifying
• Handling time (الوقت )إدارة
Patient Perception
• Ask patient what they know, feel, fear, etc.
• Invitation to Give Information
• How does the patient want to be involved in decision-making
19. SPIKES Approach (2)
• Knowledge
• Give information in small chunks (صغيرة )قطع
• Check the reception
• Respond to emotions as they occur
• Explore Emotions and Empathize ()تعاطف
• Identify the emotion
• Identify the cause or source of the emotion
• Respond to show you have made the connection
Strategy and Summarize
• Propose a strategy
• Assess response
• Agree to a plan
• Give a summary
• Make contract for next visit
20. BREAKS approach
• B –Background: in-depth knowledge of the patient’s problem,
“googling”, Cultural and ethnic background
• R- Rapport: establish a good rapport with the patient ()عالقة
• Unconditional (مشروطة )غير positive regard,
• Avoid patronizing تحقير attitude
• Avoid hostile عدواني attitude and hurried manner.
• Provide ample space for the windows of self-disclosure to open up.
• Comfortable position.
• Physical set up is very important (e.g. physical barriers must be
removed to maintain eye contact, switch mobile off, pagers)
• E – Explore:
• Start from what the patient knows about his/her illness
confirming bad news rather than breaking it.
• Avoid premature reassurance ألوانه سابق ,تطمين
• Avoid absolute certainties about longevity المتبقي العمر
• Discuss the prognosis in detail
21. BREAKS approach (2)
• A –Announce:
• A warning shot تحذيرية طلقة is desirable
• Avoid lengthy monolog, elaborate explanations, and stories of patients who
had similar dilemma معضلة .
• Information should be given in short, easily comprehensible مفهومة sentences.
• Do not give more than three pieces of information at a time
• K- Kindling:
• People listen to their diagnosis differently (anger, denial, tears, silence,
humor?). Be ready.
• Ask the patient to recount what s/he has understood.
• Do not to utter any unrealistic treatment options
• Beware of the “differential listening,” انتقائي سماع (patient will listen to only those
information he/she wants to hear.)
• S –Summarize:
• Summarize the session and the concerns expressed by the patient
• Treatment/care plans for the future has to be put in nutshell.
• Offering availability anytime and encouraging the patient to call
• The review date also has to be fixed before concluding the session.
• Secure the patient’s safety (e.g. driving back home all alone suicide?!
22. Back to the Communication Cycle
Sender Message Context
• Prepare yourself • “shot across the bow“
تحذيرية طلقة
• Don’t stand
• Know about the
condition
• Avoid jargon (ascites,
metastasis, etc.)
• Not in the corridor!
• Know about the pt. • Give in ‘chunks’
(pause, look, ask)
• No phone, no pager
• Alert to feedback
(nonverbal)
• Not the whole truth at
once
• Privacy
• Passionate • Facts (less opinions) • Comfortable seating
• Give time (Qs &
emotions)
• End with a plan • Emergency
23. What makes BBN difficult?
•Ideas?
• Uncertainty about the patient's condition &
expectations
• Fear of destroying the patient's hope
• Fear of patients’ inadequacy in the face of
uncontrollable disease.
• Fear of patients’ anticipated emotional reactions.
• Embarrassment at having previously painted too
optimistic a picture for the patient
• Lack of self-confidence in conveying such news
24. Do Not’s in the BBN
• Do not avoid seeing the patient or leave them
anxiously waiting for news.
• Do not start giving information until it is required
• Do not hit and run
• Do not be non-judgemental (e.g. alcoholic
cirrhosis or lung cancer due to smoking)
• Do not leave the hard job for someone else
(your patient, your responsibility), unless
necessary (examples?)
25. Do Not’s in the BBN
• Do not share information (e.g. to relatives),
unless appropriate and after consent
• Do not assume (mis)understanding
• Do not lie (really? ;)
• Do not give false hopes (science cannot always
do miracles)
• Do not use terms such as “there is nothing more
we can do for you”. be optimistic but do not
promise success or anything else that may not be
delivered
• Do not abandon patients after the BBN session ال
مرضاك عن تتخلى
26. Useful resources
• Breaking Bad News ...Regional Guidelines, Developed from
Partnerships in Caring (2000) DHSSPS (February 2003),
http://www.dhsspsni.gov.uk/breaking_bad_news.pdf
• ‘BREAKS’ Protocol for Breaking Bad News, Vijayakumar Narayanan, Bibek
Bista, and Cheriyan Koshy
(http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3144432/#CIT4)
• How to Break Bad News, Edited by Horses4Ever, KnowItSome,
Flickety, Dave Crosby and others (http://www.wikihow.com/Break-
Bad-News)
• Silverman J., Kurtz S.M., Draper J. (1998) Skills for
Communicating with Patients. Radcliffe Medical Press Oxford
• Buckman R. (1994) How to break bad news: a guide for health care
professionals. Papermac, London
• Cushing A.M., Jones A. (1995) Evaluation of a breaking bad news
course for medical students. Medic al Education. 29: 430-35
• Maguire P., Faulkner A. (1988) Improve the counselling skills of
doctors and nurses in cancer care BMJ 297, 847-849
• Sanson Fisher (1992) How to break bad news to cancer
patients. An interactional skills manual for interns. The
Professional Education and Training Committee of the New South
Wales Cancer Council and the Postgraduate Medical Council of
NSW Australia, Kings Cross, NSW Australia
• http://www.alukah.net/culture/0/48344/#ixzz4RqU4EKeX
This “right to know” has many ethical principles and duties related to it.
Informed decision and respect for autonomy Briefly, this principle states that any competent person should be given the freedom to decide on any decision that is related to his/her body and/or health. She need the facts so she can decide.
eople need to know about their conditions in order to make an adequate assessment of harm. How can patients tell what the potential harm of this investigation or that treatment is, if they do not know the “truth”? Hiding, manipulating, or falsifying information given (or not) to the patient could affect their ability to make a decision, which in turn may cause them direct harm if they make a misguided decision, or cause harm that could have been avoided if they knew the “truth.”
Non-maleficence One of the most crucial duties of a health care provider is not to harm the patient, i.e., if the provider cannot be part of the solution, then at least he/she should not be part of the problem.
Beneficence This principle is linked in part to both of the earlier principles, as well as others. Harm is usually measured in comparison to benefits and not in absolute terms. Thus, many interventions include a “justifiable” degree of harm because they bring much greater benefit. For example, almost all drugs have side effects, ranging from mild (e.g., nausea or abdominal upset) to severe (e.g., atrial fibrillation or bleeding).