Compassionate Silence in the Patient–Clinician Encounter: A Contemplative Approach

Back, Anthony L.; Bauer‐Wu, Susan; Rushton, Cynda Hylton; Halifax, Joan

doi:10.1089/jpm.2009.0175

Cited by 94 publications

(87 citation statements)

References 24 publications

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“…2,31,32 Back et al 58 caution that merely withholding speech, however, may generate an awkward silence rather than an enriching one. By focusing on an empathic sharing of the experience, clinicians can create moments of "compassionate silence" that convey mutual respect and understanding.…”

Section: Rationale and Recommendationsmentioning

confidence: 99%

“…To cultivate silence awareness, nurses can practice experiential exercises, such as deep breathing or mentally counting to 10 before responding. 25,58 Strategies to optimize communication with families must include special consideration of a patient's siblings, who are markedly affected by the critical illness and death of their brother or sister. 19,30,[59][60][61] In a study by Steele et al, 60 siblings 8 to 17 years old who had a brother or sister die of cancer expressed their desire to be included in conversations and involved in the endof-life experience.…”

Section: Rationale and Recommendationsmentioning

confidence: 99%

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Caring for Pediatric Patients’ Families at the Child’s End of Life

Mullen

Reynolds

Larson

2015

Critical Care Nurse

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Nurses play an important role in supporting families who are faced with the critical illness and death of their child. Grieving families desire compassionate, sensitive care that respects their wishes and meets their needs. 1-5 Some nurses feel anxiety related to the experience of death and are inadequately prepared to provide end-of-life care. 3,6,7 We begin by presenting a case that illustrates a family's response when faced with such a life-altering event and the challenges nurses face in caring for and communicating with the family throughout the end-of-life experience. Next, we review practical strategies that nurses can use to communicate with patients' families at the end of a child's life. We also provide additional strategies to provide compassionate, sensitive care that respects a family's wishes and attends to the needs of the family. Finally, we describe a bereavement program designed to facilitate lasting communication with the grieving family. This article has been designated for CE credit. A closed-book, multiple-choice examination follows this article, which tests your knowledge of the following objectives:1. Describe the challenges nurses face in caring for and communicating with the family throughout the end-of-life experience 2. Discuss strategies to provide compassionate care that respects a family's wishes and attends to the needs of the family throughout the end-of-life experience 3. Identify strategies that nurses can use to communicate with patients' families at the end of a child's life CE Continuing Education 46

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Section: Rationale and Recommendationsmentioning

confidence: 99%

Section: Rationale and Recommendationsmentioning

confidence: 99%

Caring for Pediatric Patients’ Families at the Child’s End of Life

Mullen

Reynolds

Larson

2015

Critical Care Nurse

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“…At first, I wanted to establish a compassionate presence and the sense of being with (rather than doing to) her, foundations for a healing physician-patient relationship. 5,6 I began by exploring what her life was like before the onset of premature labor and how her life had changed. I then queried what she thought and felt, and how she and her husband related to the pregnancy, preterm labor and to each other.…”

Section: Recollections Of Our Initial Encountermentioning

confidence: 99%

An exploration of connections between a mother and her unborn in preterm labor

Milstein

Jain

2012

J Perinatol

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The purpose of this special feature is to elaborate on a unique physicianpatient interaction between a neonatologist and a pediatrician established during the pediatrician's personal experience with the onset of labor between 22 and 23 weeks' gestation. As the two are both versed in conventional aspects of neonatal care including prenatal counseling, the neonatologist thought that he had more to offer the expectant mother holistically. Thus, he decided against approaching her as an information source and contribute to the customary data-dumping format that can be both frightening and dehumanizing. Instead, he wanted to focus on her individual experience of pregnancy and the healing aspects of care. The most important lesson received from the interaction is the value of being present with another. This sense of 'being with' applied to the neonatologist and the mother from their initial phone conversation to their in person times, and to the mother with her unborn permitting interaction in a meaningful way. Fostering each of those connections in alternative ways was valuable in this prenatal experience.

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“…However, since the 1980s, this scenario has been changing and has now come to the point where research on spirituality is generally accepted as falling within the official academic science of psychology (Miller, 2012;MacDonald, 2011, MacDonald & Friedman, 2002. In addition, the consideration of spirituality issues is increasingly included in the therapeutic relationship (Almendro, 2013;Back, Bauer-Wu, Rushton, & Halifax, 2009;Carmody, Reed, Kristeller, & Merriam, 2008). As an expression of this acceptance, there has been a tremendous increase of literature across a growing number of disciplines reporting on the development of new concepts, theories, and empirical research examining the relation of, and implications for, spirituality to health and functioning (Almendro, 2013;Almendro & Weber, 2012;George, Larson, Koenig, & McCullough, 2000;Koenig, 2009;MacDonald & Friedman, 2002;Miller, 2012;Miller & Thoresen, 2003;Milliman, Czaplewski, & Ferguson, 2003;Tirri, Nokelainen, & Ubani, 2006).…”

mentioning

confidence: 99%