Teaching End-of-Life and Advance Care Planning Interdisciplinarily
Author Information
Author(s): Tina Newsham, Alissa Dark-Freudeman, Jamy Chulak, Elizabeth Fugate-Whitlock, Kirsten Kringle-Baer
Primary Institution: University of North Carolina Wilmington
Hypothesis
Teaching about end-of-life and advance care planning should be addressed through multiple disciplinary lenses.
Conclusion
The interdisciplinary approach to teaching end-of-life and advance care planning resulted in richer outcomes than a singular discipline effort.
Supporting Evidence
- Faculty from Psychology, Gerontology, Philosophy, and Respiratory Therapy collaborated on the project.
- Students worked together to gather data on end-of-life and advance care planning.
- The project fostered meaningful conversations around sensitive topics.
Takeaway
Different subjects can work together to teach about tough topics like end-of-life planning, helping students learn from each other.
Methodology
An interdisciplinary, seven-week module was created involving collaboration among faculty from various disciplines.
Participant Demographics
Students from various disciplines at the University of North Carolina Wilmington.
Digital Object Identifier (DOI)
Want to read the original?
Access the complete publication on the publisher's website