BSN Program Nursing 2250 Healing 1: Episodic Health Challenges Section 1& 2 Section 1 Section 2 Classroom C307 Classroom C120 Laura Cottrell RN, BSc.N. Lucille Aunger RN, BSc.N, MBA Office: B1010e Office: C Bldg. 317 B Telephone: 604-323-5711 Telephone: 604 323 5065 Email: lcottrell@langara.bc.ca E-mail: launger@langara.bc.ca Office hours: TBA Office hours: By appt only Thursday 13:00-15:00 Friday 08:00-12:00 [201020]
COURSE OUTLINE This section comes from the curriculum guide (May 2004). 2 of 17 The focus of this course is on people s experience with healing, with particular reference to simple episodic health challenges. Participants integrate theory and concepts of health as they relate to healing. Participants develop a repertoire of nursing practice skills, including critical thinking, decision making for nursing practice, interpersonal, organizational and psychomotor skills to promote healing. PROCESS This section comes from the curriculum guide (May 2004). Nursing 2250 is a weekly 3-hour nursing course. It is delivered as a three hour face-to-face class. Classes consist of a variety of methods including but not limited to short lectures, presentations, discussions, individual work, and small and large group work. Guest speakers may be invited to some classes. CLASS OR CLINICAL PRACTICE CANCELLATION The nursing department makes every effort to replace a nurse educator when he or she is unable to attend a class or clinical practice. If a nurse educator needs to cancel a class or a clinical practice day, for whatever the reason, information regarding the class cancellation will be posted on MyLangara site as well as at the Registrar's Office (B-Building). As for the cancellation of clinical practice, individual nurse educators will inform his or her students of how cancellation will be conveyed during orientation week. It is important then to log on to Blackboard the day of class and of clinical practice. LEARNING OUTCOMES Students have the opportunity to: Explore the personal meaning of an episodic health challenge and treatment modalities with a family experiencing an episodic health challenge. Develop an awareness of the personal meaning of the hospital experience from the perspective of the family. Explore how the selected concept, transition, relates to the individual s/family s experience. Compare your family s experience of transition with that described in the literature relating to transition. Reflect on what has been learned when writing this paper and how it will influence your future practice. OVERVIEW OF CONCEPTS e Lucille Aunger, 201020. Revised, 201020
This section comes from the curriculum guide (May 2004) Include list of concepts from concept map 3 of 17 The organization of this course is around the philosophical foundations of the curriculum and reflects the following concepts: Transitions/Change Energy/Healing Vulnerability/Poverty Control/Abuse Suffering/Grief Resilience/hardiness/courage Balance/imbalance Wellness/Illness REQUIRED TEXTS American Psychological Association (2009). Publication manual of the American Psychological Association. (6th Ed.). Washington, D. C.: Author. Brophy, K.M., Scarlett-Ferguson, H. & Webber, K. S. (2008). Clinical drug therapy for Canadian practice. (1 st Can. Ed.)(with CD) Lippincott. Deglin, J. H. & Vallerand, A. H. (2007). Davis s drug guide. (10 th Ed.). Philadelphia, PA: Davis. Lewis, S., Heitkemper, M., Dirkson, S., Goldsworthy, S. & Barry, M. (2009). Medical-Surgical nursing in Canada: Assessment & management of clinical problems. (2 nd Ed). Toronto: Mosby Elsevier. Potter, P., Perry, A., Ross-Kerr, J. & Wood, M. (2009). Canadian fundamentals of nursing (4th Ed.). Toronto: Elsevier Mosby. Weber, J. & Kelly J. (2010). Health assessment in nursing (4th Ed.). Philadelphia, PA, Lippincott. RESOURCES This section comes from the curriculum guide (May 2004) -Laboratory and nursing practice settings -Self-directed nursing lab -Selected readings -Program Texts -Simulations Additional resources will be handed out in class or links will be provided for access via websites. Library resources, videos, internet sites, articles, and guest speakers may also be e Lucille Aunger, 201020. Revised, 201020
4 of 17 included. Students are welcomed and encouraged to bring any information from their own reading or experience which is relevant to the concepts being discussed. Students should review the following: e Student Rights & Responsibilities: http://www.langara.bc.ca/links/responsibilities.html e Code of Conduct: http://www.langara.bc.ca/policies/b3002.pdf e Code of Acadmic Conduct: http://webct.langara.bc.ca/nurs412601072/syllabus/f1004_code_of_academic_conduct.pdf e Nursing Department Student Policies and Procedures (2007). From Term I. CRNBC Professional Standards for Registered Nurses and Nurse Practitioners: http://www.crnbc.ca/downloads/128_profstandards2005.pdf Canadian Nurses Association Code of Ethics for Registered Nurses: http://cna-aiic.ca/cna/documents/pdf/publications/codeofethics2002_e.pdf APA Format: APA. (2009). Publication Manual of the Psychological Association. (6 th ed.) Publication Manual of the American Psychological Association The official guide to the APA citation style, available in Langara Library in the Reference Area (Call Number: REF BF 76.7 P83 2001). http://owl.english.purdue.edu/owl/resource/560/01/ Resources include required texts from previous terms and also: Canadian Nurses Association (2008) Code of ethics. Ottawa: Author. College of Registered Nurses of British Columbia. (2008) Professional Practice Requirements. Vancouver, BC: Author. e Nursing Department. (2008) BSN handbook. Vancouver, BC: Author. e Nursing Department (2008) Proficiency tracking tool. Vancouver, BC: Author. e Nursing Department. (2008) Program overview. Vancouver, BC: Author. e Nursing Department (2008) Term X Performance Appraisal Form. Vancouver, BC: Author. The Writing Centre, located on the second floor of the e Library. EVALUATION In order to receive a minimum of 60% or a C or S grade in Nursing 2250, students must complete and submit all classroom assignments. A failing grade will be given if a student does not complete all of the course requirements. Nursing 2250 is comprised of two components including Classroom and Nursing Skills. Students are required to achieve a minimum 60% or C grade in each part to achieve a minimum 60% or C grade, for Nursing 2250. e Lucille Aunger, 201020. Revised, 201020
According to Nursing Department policy, 60% or a C or S grade is the minimum grade requirement for successful completion of all nursing courses. The grading scale for the Nursing Department is as follows: ASSIGNMENTS A+ 95 100% A 90-94 % A- 85 89% B+ 80 84% B 75 79% B- 70 74% C+ 65 69% C 60 64% C- 55 59% D 50 54% F 49% or below Evaluation of the Learning Outcomes of Nursing 2250 include: Class Assignment Weight Due Date Group Presentation 10 TBA Mid-Term Exam 15 Week 8 Scholarly Paper 15 Week 9 Final Exam 20 Exam Week Healing I N2250 class mark will count for 60 percent of the total mark. The other 40 percent will come from your N2250 Skills Class. N2250 Class 60% Evaluation from Nursing Skills 40% Course total: 100% PROFESSIONAL RESPONSIBILITIES 5 of 17 e requires all members of the College community (students and nurse educators) to conduct themselves in a manner that promotes a learning and working environment characterized by encouragement, free inquiry, integrity, mutual respect, professionalism, recognition of achievement, and social responsibility. The College community respects diversity, is civil, and provides for individual safety (http://www.langara.bc.ca/about-langara/policies/student.html, 1). Every practicing nurse in British Columbia, from the beginning student to the expert nurse, is required to assume full responsibility for knowing and adhering to the professional standards of practice. These standards serve primarily to ensure an acceptable level of professionalism (CRNBC, 2008). One of the College of Registered Nurses of British Columbia (CRNBC, 2008) standards of practice is Professional Responsibility and Accountability. Students are expected to have a working knowledge and adhere to the policies of e and those outlined in the e Nursing Department Student Handbook. In particular, the following policies will be reviewed during Week 1 of the semester. e Lucille Aunger, 201020. Revised, 201020
1. ATTENDANCE AND PARTICIPATION 2. SAFE PRACTICE APPRAISAL (SPA) 3. CLASS CONDUCT 4. PROFESSIONALISM & ACADEMIC HONESTY 5. ASSIGNMENTS AND EXAMS EXAM SECURITY WEB ETIQUETTE 6 of 17 Students are also required to use appropriate language and APA style for formal assignments. Questions relative to the methods of evaluation should be directed to the nurse educator teaching the course section in which students are registered. PLEASE NOTE: PAPERS ARE DUE ON THE DATE IINDICATED NO LATE SUBMISSIONS WILL BE ACCEPTED!!! It is not acceptable to audio/video record classes without prior written permission from the nurse educator. e Lucille Aunger, 201020. Revised, 201020
ASSIGNMENTS Appendix 1 Episodic Health Challenge Family Paper Assignment 7 of 17 Throughout your nursing program, you have learned about health and health challenges from the perspective of the individual and family. Important resources have been your resource family in Term I, and in Term II, your chronic health challenge family. In Term III, as you learn about episodic health challenges, you will meet with another family, one who is experiencing an episodic challenge. This family will become your Episodic Family. You will be meeting with the family, perhaps while you are caring for the client. You may consider making arrangements to meet with the individual family on the ward after your shift or in the evening. LEARNING OUTCOMES Explore the personal meaning of an episodic health challenge and treatment modalities with a family experiencing an episodic health challenge. Develop an awareness of the personal meaning of the hospital experience from the perspective of the family. Explore how the selected concept, transition, relates to the individual s/family s experience. Compare your family s experience of transition with that described in the literature relating to transition. Reflect on what has been learned when writing this paper and how it will influence your future practice. IN PREPARATION FOR THE MEETING 1. In consultation with your clinical nurse educator choose an individual/family from your practice area. This individual should be a client that you have cared for in your practice placement. If you are unable to find a suitable family in your clinical area, you may choose a family you know who is experiencing an episodic health challenge. This family should not be your family or any relative. In addition, the episodic health challenge must have been experienced within the previous 30 days or the information in the interview will be too faded to be of true learning value. 2. Explain the purpose of the meeting to the individual and family as required. (Eg. this assignment does not include hands on care.) 3. Give the individual/family an Information Letter to reinforce the purpose of the meetings. 4. Make an appointment with the family. It may be possible to meet with the client and family during your clinical experience. If you are meeting the client and family during clinical hours, be sure you clinical nurse educator and the unit staff are aware of the meeting. If you are meeting with the client and family after normal clinical hours, e Lucille Aunger, 201020. Revised, 201020
8 of 17 arrangements must be made with the ward staff. Your clinical nurse educator will help with this. 5. Submit the original signed consent form to your clinical practice nurse educator, who will attach it to your clinical evaluation for filing. If a consent form is not signed your paper will not be marked which will result in a grade of 0. 6. Arrange a date and time for your meeting. You must make a minimum of one family visit. Please bear in mind the nature of the episodic health challenge may mean the individual is not be able to meet for a long period of time. Ensure you are arranging mutually convenient times and time periods with the family. Have the individual/family sign the verification of visit form. Submit the original verification of visit form to your clinical practice nurse educator. Submit a photocopy to your N2250 course nurse educator the day your paper is due. It should be submitted separate from the paper--do not attach to your paper. Your paper will not be marked if this form is not received. 7. Prepare for your visit by reflecting on the interactions you have had with this family, reviewing your class notes and clinical worksheets, and reading your texts. The content you should review includes family theory, peoples experience with an episodic health challenge, people s experience with healing and other Term III concepts. 8. Prior to meeting, identify questions you would like to ask the individual/family that will help you understand their lived experience. 9. Consult your nurse educator well ahead of time regarding any problems you envision in preparing for writing this paper. This is a formal, academic paper. Many students have limited experience writing academic papers and are therefore encouraged to visit the Writing Centre for assistance in both the planning and writing phases of their paper. e Lucille Aunger, 201020. Revised, 201020
The paper consists of the following: The Introduction should include what your paper is about; be explicit The Body of the paper should include 9 of 17 Part I: An assessment of the family and family development: life cycle stages and tasks which include internal & external family structure as well as family function & expressive function. The family s experience with the episodic health challenge which lead up to the need for hospitalization, the hospitalization, the health care professionals, and healing in the hospital This part of the paper is not asking for your interpretation of the family s experience. You are expected to ask the family about their experience with a view to understanding why they feel the way they do. Part II: Describe the concept of transition and discuss how it relates to your family s experience. Reference your nursing content using recent and relevant literature and/or research. Discuss this family s experience as it compares with the selected literature. Identify common themes and patterns as they relate to your family and the research. Internet sites may be used to a maximum of three references. Textbooks and journal literature are preferred. Reflection on what you learned from this assignment and explain how your new learning will help you provide care for future individuals/families experiencing an episodic health challenge. The Conclusion should include A brief summary of what your paper was about and identification of main themes or points Submission of this paper is necessary for successful completion of Nursing 2250 Healing I. In certain unexpected circumstances, it may be necessary to request an extension for submission of your paper. This request needs to be negotiated with your nurse educator individually and preferably at least a week prior to the submission date. It is understood that this would be the exception. No papers will be returned until all assignments have been received. e Lucille Aunger, 201020. Revised, 201020
MARKING THE EPISODIC PAPER 10 of 17 1. Please read the attached Easy Guide. EASY stands for Evaluate, Analyze and Score your own writing assignments. This publication is from the Writing Centre and is used throughout the college for marking student papers. Please review the guide before, during, and after you write your paper and compare your work to this criteria, as this is what will be used to mark your papers. Please have your paper peer edited prior to submission for grammar, spelling and sentence structure. 2. The paper must be written using APA format and correct referencing style. Use only the 6 th edition of the APA manual. Refer to this web-site: http://owl.english.purdue.edu/owl/resource/664/01/ 3. The paper must be logical, grammatically correct and edited. All sources (textbooks, journals and internet sites [peer reviewed, journal articles retrieved through the electronic library]) including statements made by the individual/family, MUST BE appropriately credited or the paper will be considered PLAGIARIZED and a grade of 0 is assigned. Refer to the e Code of Conduct. 4. The paper should be no more than 8 pages, excluding the title, table of contents, reference list and appendix. 5. There will be no rewrites. 6. NOTE: Late papers will not be accepted!! The student will receive a zero grade if paper not submitted on the due date. e Lucille Aunger, 201020. Revised, 201020
11 of 17 N2250 TERM PAPER STUDENT: Family - Episodic Health Challenge CONTENT Content includes discussions about: 1. Assessment of the family and family development 2. The family s experience with the episodic health challenge 3. Client/family experience with transition; 4. Concepts, themes and patterns relating to Episodic Health Challenge and Family ; Reflection of learning by the student Central idea, concepts, content fits theme of assignment Development, description, comparison, and explanation of content are evident Writing demonstrates clear, logical thinking, adequate knowledge and comprehension of subject matter, and application of learning REFLECTION Presentation of ideas is interesting Writing demonstrates adequate reflection of all learning achieved by writing USE OF RESEARCH Subject areas are supported by facts, evidence, examples and other details and found in the literature (citations, references) and from clinical experience /5 THEORY References are current; relevant/pertinent to subject matter and used INTEGRATION appropriately as references to support thesis; minimum requirement of peerreviewed journal articles is met ORGANISATION Paper includes 1. Introduction; 2. Body; 3. Conclusion Purpose and focus of paper are stated in introduction; Thesis statement is made in introduction Development of paper and flow of thoughts & ideas are clear and logical Reader s interest is engaged Conclusion summarizes major points of paper; emphasizes significance of thesis statement and includes a memorable statement or idea Paragraphs are well developed and unified in a manner that leads to clear topic(s) with supportive statement(s) Smooth transitions connect elements of paper Space allotted to make each point is well proportioned to create clear emphasis /3 Sentences contribute to development of thesis EFFECTIVENESS Title of paper relates clearly to content, is interesting and informative OF EXPRESSION Appropriate and informative headings and sub-headings clearly relate to content of paper Point of view is consistent and expressed appropriately/voice of author is sensitive & respectful Concise and precise word choices are used appropriately for reader, writer, subject and context There is no evidence of trite expressions, slang terminology, sarcasm or other inappropriate wording /3 Level of language and vocabulary are consistent MECHANICS Minimum/maximum requirements of double-spaced pages of content are met (excluding title page, table of contents and references) Consistent use of standard grammar, appropriate usage, punctuation and spelling are noted Editing: paper is free of mechanical errors evidence of editing is noted APA format is used correctly in all aspects of paper including citations, reference list, title page and table of contents /4 ADDITIONAL COMMENTS/FEEDBACK FOR CONTINUING LEARNING & IMPROVEMENT TOTAL SCORE: /15 e Lucille Aunger, 201020. Revised, 201020
GROUP PRESENTATION 12 of 17 Each group will complete a creative, forty minute presentation on one of the course concepts. Each group will sign up for a course concept. The presentation format might unfold as a story; a lived experience of an episodic health challenge of a client and family from the clinical setting or one created by the group. Focus on the concept and base your teachings around that concept. The presentation should be an opportunity for you to draw from your clinical experiences and classroom theory to come to an understanding of the lived experiences of families in an episodic health challenge. Marking Criteria for Group Presentations: a) Creativity b) Comprehension of the concept c) Relevance of Concept with nursing practice d) Class participation (Question/Answer period) The following are question to help you think about marking your classmates: 1. Subject. Was the presentation informative? Did it have a clear focus? Was it well researched? 2. Organization/Clarity. Was it easy to follow? Was there a clear introduction and conclusion? 3. Preparation. Had the speakers rehearsed? Were the speakers in control of the sequence, pacing and flow of the presentation? Did the group make effective use of notes, without relying on them too heavily? 4. Sensitivity to audience. Did the speakers maintain eye contact with all members of the class? Did speakers give you time to take notes as needed? Did speakers repeat the main ideas more than once? Did speakers make effective use of pauses, gestures, change in pace and pitch? 5. Visual aids. Did the speakers make effective use of handouts, overheads and/or the blackboard? If used, were overheads or board writing large enough to see easily? Adopted from Goring, Laura, (2003) Planning Student Presentations, Teaching Tips, Perlman Center for Learning and Teaching, Carleton College e Lucille Aunger, 201020. Revised, 201020
Marking Guide for Presentations Students: Overall Presentation (3marks) Material is presented in a creative way Method of presentation is suitable to the material Verbal and non-verbal cues are congruent Active participation from peers Ability to critically answer questions Applied principles of teaching/learning Use of Visual Aids (1 mark) Media is used well and contributes to the quality of the presentation Organization and Structure (2marks) Introduction, Body, Summary visible Goals clearly introduced Flow to presentation Points well developed and clear Participation from members equal Engaged the audience Acknowledged peers personal experience Smooth integration of evidence-informed material Well paced Content (4 marks) Criteria of outline matches presentation Met goals of assignment Terminology is clear and accurate Comprehensive in nature, depth of topic demonstrated Critical thinking and concepts are demonstrated throughout presentation Total Topic: Start time: End time: 13 of 17 3/ 1 / 2/ 4/ /10 e Lucille Aunger, 201020. Revised, 201020
Week: Date Week 1 May 10 Introduction Transition Week 2 May 17 Change Growth & Development Week 3 May 24 Week 4 May 31 Transition/Change Cultural Competence /Stress Unpredictability Hospitalization Discharge Planning Week 5 June 7 Transition/Change Inflammation Obstructive/ Degeneration Altered Cell Course Syllabus: Pre-readings Introduction to Course: Review of the Syllabus Student Handbook 14 of 17 Davidhizar, R., Giger, J., Poole, V., & Dowd, S. (2000). Finding meaning in illness: Can nurses help? Canadian Nurse, 96(4), 39-39. Baumbusch, J., Semeniuk, P., McDonal, H., Kwan, K.B., Kirkham, S.R., Tan, E. & Anderson, J.M. (2007). Easing the transition between hospital and home: translating knowledge into action. Canadian Nurse, 103(8), 24-9 VICTORIA DAY Film: Away from her 2006 NO CLASS Potter, P., Perry, A., Ross-Kerr, J. & Wood, M.J. (2009). Canadian fundamentals of nursing (4 Ed.). Toronto: Elsevier Mosby, Canada. Chapter: 30 Stress, Coping & Adaptation Lewis, S.M., Heitkemper, M., Dirkson, S., Goldsworthy, S. & Barry, M. (2009). Medical-Surgical Nursing in Canada (2 nd ed.) Toronto: Elsevier Mosby, Canada Chapter: 3 Culturally Competent Care Lewis, S.M., Heitkemper, M., Dirkson, S., Goldsworthy, S. & Barry, M. (2009). Medical-Surgical Nursing in Canada (2 nd ed.) Toronto: Elsevier Mosby, Canada. Chapter 13: Inflammation, Infection and Healing Week 6 Potter, P., Perry, A., Ross-Kerr J. & Wood, M.J. (2009), Canadian fundamentals of nursing (4 ed.). Toronto: Elsevier Mosby Canada. e Lucille Aunger, 201020. Revised, 201020
June 14 Balance/Imbalance Fluid & Electrolyte Week 7 June 21 Energy/Healing DKA & Anaphylactic Shock Week 8 June 28 Control & Abuse Chemical Dependency Week 9 July 5 Control & Abuse Domestic Violence Week 10 July 12 Vulnerability/ Poverty HIV/AIDS Chapter 40 Fluid & Electrolytes 15 of 17 Lewis, S., Heitkemper, M., Dirkson, S., Goldsworthy, S. & Barry, M. (2009). Medical-Surgical Nursing in Canada: Assessment & Management of Clinical Problems. (2 nd Ed). Toronto: Mosby Elsevier. Chapter 68 Shock Hand, H. (2000). The Development of Diabetic Ketoacidosis. Nursing Standard, 15(8), 47-52. Lightfoot, B., Panessa, C., Hayden, S., Meaghan, T., Goldstone, I., & Pauly, P. (2009). Gaining insite: Harm reduction in nursing practice. Canadian Nurse, 105(4), 16-22. Pauly, B., Goldstone, I., McCall, J., Gold, F. & Payne, S. (2007) The ethical, legal and social context of harm reduction. Canadian Nurse,103(8), 19-23. Woodtli, M.A. (2000). Domestic violence & the nursing curriculum: Tuning in & turning up. Journal of Nursing Education, 39(4), 173-182. Varcoe, C., & Wuest, J. (2001). A call to focus our passion for substance on family violence. Canadian Journal of Nursing Research, 32(4), 11-19. Gold, F. (2009). Street nursing. American Journal of Nursing, 109(7), 28-32. Montaner, Dr. Julio S.G. (Department of Medicine St. Paul s Hospital). (2010, January 20). Own Your Own Health Community Forums. HIV/AIDS: Where We Are At and How We Can Control It. Podcast retrieved from http://www.phcmedicine.ca Week 11 e Lucille Aunger, 201020. Revised, 201020
July 19 Suffering/Grief End-of-Life Care Palliative/Hospice & Respite Care Chronic Pain Depression Suicide Week 12 LAST CLASS July 26 Resilence Supporting Caregivers Rest/Sleep Wellness/Illness Burn Out Mid-life Crisis 16 of 17 Potter, P., Perry, A., Ross-Kerr J. & Wood, M.J. (2009.), Canadian fundamentals of nursing (4 ed.). Toronto: Elsevier Canada. Review Chapter 30 Loss & Grief Linkewich, B., Sevean, P., Habjan, S., Poling, M., Bailey, S., & Kortes-Miller, K. (2007). Enhancing nurses' pain management knowledge. Canadian Nurse, 103(4), 24-28.. Canadian Health Services Research Foundation. (2006, March). What s ailing our nurses?: A discussion of the major issues affecting nursing human resources in Canada. 1-21. Additional Readings: Little, L. (2007, February). Unhealthy work environments take a toll: Real change a must. Canadian Nurse, 103(2), 32-32. Effective leadership is essential in creating healthy work environments. (2007). Canadian Nurse, 103(2), 8. Class Wrap-Up & Evaluation e Lucille Aunger, 201020. Revised, 201020
17 of 17 WEEK DATE CONCEPTS & CONTENT ASSIGNMENTS 1 MAY 10 INTRODUCTION TO COURSE Sign Up for TRANSITION/CHANGE Presentations 2 May 17 Concept: Transition/Change Growth and Development Middle Adulthood Film: Away from Her (2006) 3 May 24 Victoria Day NO CLASS 4 May 31 Concept; Transition/Change Group Presentation: Cultural Competence/Stress Unpredictability, Hospitalization, Ambiguity, and Changing Environments, Discharge Planning 5 June 7 Concept: Transition/Change Inflammation, Obstructive Degeneration, Altered Cell Growth 6 June 14 Concept: Balance/Imbalance Fluid & Electrolyte 7 June 21 Concept: Energy/Healing DKA and Anaphylactic Shock 8 June 28 Concept: Control and Abuse Chemical Dependency 9 July 5 Concept: Control and Abuse Elder Abuse Domestic Violence 10 July 12 Concept: Vulnerability/Poverty HIV/AIDS 11 July 19 Concept: Suffering/Grief End-of Life Care Choose episodic family for paper Group Presentation: Group Presentation: Mid-Term Exam Guest Speaker Episodic Paper Due Group Presentation Palliative, Hospice & Respite care and related experiences. Chronic Pain, Depression, Suicide Group Presentation Guest Speaker Group Presentation Guest Speaker 12 July 26 Concept: Resilience/Hardiness/Courage Supporting Caregivers, Rest & Sleep Wellness/Illness Burn-Out, Mid-Life Crisis Group Presentation Group Presentation e Lucille Aunger, 201020. Revised, 201020