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Awareness & Sensitivity to
Client Needs
Healthcare Core Curriculum
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Awareness & Sensitivity to Client
Needs Module Description

This module presents:
 Challenges and issues related to awareness and
sensitivity needed to understand the healthcare needs
of clients/individuals.
The impact that disease has on individuals, the
emotional, spiritual and social needs of
clients/individuals as well as the type of care needed
by different age groups.
The process of death and dying and how that affects
clients and their families.
Module Outline and Instructor
Resources
This module consists of 8 competencies.
 Each competency is divided into unit competencies with
learning activities to help students master the
competency.
 Each learning activity is explained on the Module
Outline and the resources are identified/described
 Choose the learning activities that best meet your
classroom needs.

Module Outline and Instructor
Resources
 Find
these learning activities and resources on the
website or create your own.
 The Course Outline also has documents that the
instructor can use in teaching the lesson.
 These competencies are listed on the
 1. Course Outline and
 2. Module Competencies and Instructor Notes will
be addressed throughout the remainder of the
power point.
Module Competencies
1.
2.
3.
4.
Describe the major stages of human development
and the basic health needs of humans.
Describe the needs of clients across the lifespan
and how those needs can affect behaviors and
attitudes.
Describe the types of emotional, spiritual, mental
health and social needs of clients and their
families.
Explain how different diseases can influence the
functioning, behaviors, and attitudes of individuals
including dementia/Alzheimer’s disease.
(see next slide)
Module Competencies
5.
6.
7.
8.
Describe selected client service strategies including
customer service, their impact on quality client care
and the importance of client participation in
group/family activities.
Define the stages and processes of death and dying
and the influence those stages have on clients and
their families.
Describe how to care for the clients’ environment.
Using a problem solving process applied to healthcare
situations, describe how healthcare workers can be
aware and sensitive to their clients’ need/behaviors.
Module Competency #1
DESCRIBE THE MAJOR STAGES
OF HUMAN DEVELOPMENT AND
THE BASIC HEALTH NEEDS OF
HUMANS.
Module Competency #1: Describe the major
stages of human development and the basic health
needs of humans.
Two units and learning activities round out the learning for
this first competency:
A. Describe the five common characteristics of growth
and development.
B. Describe basic human needs theory regarding human
actualization.
Fun Quotes to Ponder

“The growth and development of people is the highest
calling of leadership.” Harvey S. Firestone

“You’ve got to do your own growing, no matter how tall
your grandfather was.” Irish Saying

“If you wish to achieve worthwhile things in your personal
and career life, you must become a worthwhile person in
your own self-development.” Brian Tracy
Module Competency #1: Human Development
Unit #1A: Growth and Development
Recommended Content
Growth: Physical change & increase in size
 Indicators of Growth
◦ Height, weight, bone size, & dentition, sensory adaptation,
& development of sexual organs & characteristics


Although physical growth is similar for all people,
growth rates vary during different stages of growth &
development
Growth is rapid during prenatal, neonatal, infancy, &
adolescence, but slows during childhood & is minimal
during adulthood
(Ramont & Niedringhaus)
Module Competency #1: Human Development
Unit #1A: Growth and Development
Development: An increase in complex functions &
progression of skills
 Development refers to a person’s capacity & skill to
adapt to the environment
 Development is the behavioral aspect of growth &
includes abilities to walk, talk, & run, speak, etc.
(Ramont & Niedringhaus)
Module Competency #1: Human Development
Unit #1A: Growth and Development
There are 5 characteristics of growth and development.
1. Growth and development occur in an orderly pattern
from simple to complex: one task must be completed
before the next one is attempted.
2. Growth and development are a continuous process
characterized by spurts of growth and periods of slow,
steady growth. After infancy the rate of growth slows
down until adolescence.
3. Growth and development affects all body systems, but
at different time periods for specific structures.
(see next slide)
Module Competency #1: Human Development
Unit #1A: Growth and Development
4.
5.
Growth and development progresses at highly
individual rates that vary from person to person.
Growth and development form a total process that
affects the person physically, mentally and socially.
Module Competency #1: Human Development
Unit #1B: Human Needs Theory
Recommended Content
 The human needs theory gives healthcare workers a
holistic overview of health promotion for the individual
and families across the life span
 Its purpose is to promote the health of the individuals &
families
 Nurses & healthcare workers use the human needs
theory: Maslow’s Hierarchy of Needs
 Human needs are ranked on an ascending (upward)
scale according to how essential the needs for survival
are
(Berman et al., p. 273)
(see next slide)
Module Competency #1: Human Development
Unit #1B: Human Needs Theory
According to Maslow's theory, if basic needs are not
met then a person will find a way to try to satisfy them
 Higher needs such as social needs & esteem are not felt
until one has met the needs basic to one's bodily
functioning (physiologic & safety & security needs)
 Individuals change & develop over time & do not remain
at one level until every need at that level is met, instead
they may move up & down levels depending on the
situation & need
(Juliar, p. 291)

Module Competency #1: Human Development
Unit #1B: Human Needs Theory
Maslow’s Hierarchy of Needs
Abraham Maslow (1970) ranks
the five levels of human
needs as follows:
(www.entrepreneursuperstar.com, n. d.)
16
Module Competency #1: Human Development
Unit #1B: Human Needs Theory
Needs are generally met
in the following order
from the base of the
pyramid upward
1. Physiological
2. Safety
3. Love/Belonging
4. Esteem
5. Self-Actualization
Module Competency #1: Human Development
Unit #1B: Human Needs Theory
Following are limited lists of basic needs within each
level of Maslow’s Hierarchy of Needs.
Physiological Needs – air/oxygen, water, food, rest,
shelter, avoidance of pain
Safety & Security Needs – free from threat of physical
& emotional harm, stability, job security, medical insurance
Love & Belonging – give and receive affection, interact
with others, maintain a feeling of belonging, attain a place
in a group
(see next slide)
Module Competency #1: Human Development
Unit #1B: Human Needs Theory
Esteem Needs – A need to feel important
◦ Internal esteem needs relate to self-esteem such as self
respect, achievement, confidence, independence, mastery
◦ External esteem needs relate to social status &
recognition
 Self-respect
 Achievement
 Attention
 Fame, glory
(see next slide)
Module Competency #1: Human Development
Unit #1B: Human Needs Theory
Self-Actualization Needs
 When all of the foregoing needs are satisfied, then &
only then are the needs for self-actualization activated
 Self-actualization: the summit of Maslow's Hierarchy of
Needs
 Quest of reaching one's full potential as a person
 Unlike lower level needs, this need is never fully
satisfied; as one grows psychologically there are always
new opportunities to continue to grow
(Berman et al., pp. 273-274)
Module Competency #1: Growth &
Development
Recommended Learning Activities
Assignments
Resources
Notes
AS Competency #1:
Lifespan Growth &
Development
Assignment on website
Student reflects on own
growth and development.
Questions on generalized
growth and development
are also included
AS Competency #1:
The Living Body
Assignment on website
Students watch the film,
“The Living Body”, and
answer growth and
development questions.
Module Competency #2
DESCRIBE THE NEEDS OF
CLIENTS ACROSS THE LIFESPAN
AND HOW THOSE NEEDS CAN
AFFECT BEHAVIORS AND
ATTITUDES.
Module Competency #2:
Describe the needs of clients across the lifespan and how
those needs can affect behaviors and attitudes.
Three units are included in this competency along with
their learning activities.
A. Describe the 3 different types of needs that humans
have across the life span.
B. List the basic needs of infants, children, and
adolescents.
C. List the developmental needs of young adults and
older adults.
Module Competency #2: Client Needs
Unit #2A: Three Different Types of Needs
Recommended Content
Major types of human
needs
 Physical
 Psychosocial (Emotional)
 Spiritual
May describe the types as
Mind/Body/Spirit
Note Maslow’s Hierarchy of
Needs
Module Competency #2: Client Needs
Unit #2B: Basic Needs
Recommended Content
 All children have basic needs for physical, emotional and
spiritual aspects of growth.

The age of the child determines the rate of physical,
emotional and spiritual development
(see next slide)
Module Competency #2: Client Needs
Unit #2B: Basic Needs
Infants Needs

Infants & children experience a rapid & marked rate of
development and have major milestones in growth.

Infants & small children have a high priority for physical
comfort, such as food, rest, warmth, safety & security, &
emotional needs, & depend on their caregivers to help meet
their needs
(Ramont & Niedringhaus)
(see next slide)
Module Competency #2: Client Needs
Unit #2B: Basic Needs
Preschooler’s Needs
Nutrition-Importance of not skipping meals; eating a
balanced, nutritious diet; experiences with foods that may
lead to obesity
 Use proper protective equipment when participating in
physical activities (helmets, pads); encourage child to take
responsibility for own safety (participation in safety classes:
bicycle, water)
 Immunizations; periodic screenings for vision, hearing, dental
(fluoride treatment)

(Ramont & Niedringhaus, pp. 210-211)
(see next slide)
Module Competency #2: Client Needs
Unit #2B: Basic Needs
Adolescent’s Needs






Healthy snacks, appropriate food intake & exercise
Balancing sedentary activities with regular exercise
Responsible for using motor vehicles safely (driver’s ed., wear
seat belts, helmets,)
Proper precautions during athletic activities (medical
supervision, proper equipment)
Keep open lines of communication with parents
Immunizations, periodic screenings for vision, hearing,
&dental
(Berman et
al., p. 388)
(see next slide)
Module Competency #2; Client Needs
Unit #2B: Basic Needs
Young Adult’s Needs
Routine physical exams; dental exam every 6 months; No
smoking,
 Nutritious diets & physical activity
 Personal relationships that promote discussion of feelings,
concerns, & fears
 Motor vehicle safety (wear seat belts, no drinking & driving,
maintenance of breaks & tires on vehicle)


Safe home environment, immunizations
(Berman et al.)
(see next slide)
Module Competency #2: Client Needs
Unit #2B: Basic Needs
Middle-Aged Adult Needs





Regular physical exams & screening
Importance of adequate nutrition
Exercise program that emphasizes skill & coordination
Possibility of mid-life crisis, encourage discussion of feelings,
concerns, fears
Retirement planning (financial & diversional activities) with
partner if appropriate
(Berman et al., p. 401)
(see next slide)
Module Competency #2: Client Needs
Unit #2B: Basic Needs
Older Adult Needs
Importance of adequate nutrition
 Be alert for symptoms of depression, risk factors for suicide,
abnormal bereavement, changes in cognitive function,
medications that increase risk of falls, signs of physical abuse
& neglect
 Environment that prevents falls & injury

(Ramont & Niedringhaus, p. 221)
Module Competency #2: Clients Needs
Recommended Learning Activities
Assignments
Resources
Notes
AS Competency #2:
Interview with
Middle-Late
Adulthood
Assignment on website
Students interview an
older adult and reflect on
the answers to the
questions
AS Competency #2:
Maslow’s Hierarchy of
Needs Case Studies
Assignment on website
Students are asked to
describe a patient and
relate to Maslow’s
Hierarchy.
Module Competency #3
DESCRIBE THE TYPES OF
EMOTIONAL, SPIRITUAL, MENTAL
HEALTH AND SOCIAL NEEDS OF
CLIENTS AND THEIR FAMILIES.
Module Competency #3: Describe the types of emotional,
spiritual, mental health and social needs of clients and their
families.
Seven units and learning activities round out the learning
for this third competency:
A. Define family.
B. List five functions of family.
C. Describe family influence on healthcare.
D. Describe emotional needs of clients and their families.
E. Describe spiritual needs of clients and their families.
F. Describe mental health issues of clients and their
families.
G. Describe social needs of clients and their families.
Family
The family is a haven in a heartless world.
~Attributed to Christopher Lasch
Families are like fudge - mostly sweet with a few
nuts.
~Author Unknown
When our relatives are at home, we have to think of all
their good points or it would be impossible to endure
them.
~George Bernard Shaw
Call it a clan, call it a network, call it a tribe, call it a
family. Whatever you call it, whoever you are, you
need one.
~Jane Howard
Module Competency #3:Various Needs of Clients
Unit #3A: Define Family
Recommended Content
When discussing family, the question that must be asked is,
“What is family?”
 “Basic social unit or system of two or more persons
who are joined by bonds of sharing and emotional
closeness & who identify themselves as being a part of
the family” (Friedman)
 Characterized by intimacy, emotional intensity, &
persistence over time
 Basic unit of care in the community; Two or more
people who have chosen to live together & share their
interests, roles, & resources (Juliar)
Module Competency #3:Various Needs of Clients
Unit #3A: Define Family



Individuals /families define what family is for them
Family is a system or unit
Family members may or may not
◦ Be related
◦ Live together
◦ Have children
Family is a commitment & attachment among unit
members that includes future obligation
 Family unit care-giving functions consist of
protection, nourishment, & socialization of its
members

(Wright & Leahey, p. 50)
Who is family?
Module Competency #3:Various Needs of Clients
Unit #3A: Define Family
Families come in many different types, colors and makeups.
 Nuclear Family
 Nuclear Dyad
 Single Parenting Family
 Cohabiting Family
 Step Family
 Extended Family
 Multi-Generational Family
 Communal Family
 Foster Family
 Skip-Generation Family
Module Competency #3:Various Needs of Clients
Unit #3B: Functions of Family
Recommended Content

The main functions of the family include developing a sense
of family purpose & affiliation, adding & socializing new
members, & providing & distributing care & services to its
members

A healthy family organizes its members & resources in
meeting family goals; it functions in harmony, working toward
shared goals
(Berman et al., p. 429)
(see next slide)
Module Competency #3:Various Needs of Clients
Unit #3B: Functions of Family
There are 6 functions performed by families listed here
(not necessarily in order of importance)
1. Economic--Growth & Development of its members
2. Protection
3. Nurturance
4. Reproduction
5. Recreation
6. Socialization & Education
(Berman et al., p. 429)
(see next slide)
Module Competency #3:Various Needs of Clients
Unit #3B: Functions of Family
1.
Economic Function or provide for Growth &
Development:
The economic resources needed by the family are secured by
the adult members; may receive assistance from government
programs, extended family/friends or religious and/or
community organizations
•
2.

Protective Function
Family protects physical health of its members by providing
adequate nutrition, home, health care services,
immunizations, use of car seats, helmets, fire alarms, etc. for
safety from & prevention of injuries & illnesses (Polan, p.153)
(see next slide)
Module Competency #3:Various Needs of Clients
Unit #3B: Functions of Family
3.
Nurturance
Provide unconditional love & affection, acceptance &
emotional support, & companionship
 Family’s ability to meet physical & psychological needs of its
members

4.
Reproductive Function
Process of individuals having children & creating new families
 People have options of whether to have children or not & do
not need to be married to have children
 May be same-sex couples or single parent (Polan, p. 153)

(see next slide)
Module Competency #3:Various Needs of Clients
Unit #3B: Functions of Family
5.
o
Recreation
Family determines the types and frequency of leisure
activities
(Berman et al., p. 433)
6. Educational & Socialization Function
◦ Family is first socializing agent for teaching children society’s
expectations & limitations
◦ Family is responsible for ensuring children get a formal
education
◦ Family assists children’s adaptation to community’s & societal
norms-teach rules, laws, expectations
(Polan, p. 153)
Module Competency #3:Various Needs of Clients
Unit #3C: Family Influence on Healthcare
Recommended Content
 To promote health, one must understand the health
beliefs of individuals & families.
 Health beliefs may reflect a lack of information or
misinformation about health & disease. They may include
folklore & practices from different cultures. It is the
family that decides about the health or illness of its
members & when to seek healthcare (Cooley, p. 454)
Module Competency #3:Various Needs of Clients
Unit #3C: Family Influence on Healthcare


Families may be the first to recognize illness in its
members
Families also determine the following:
◦ Whether to seek treatment
◦ What type of treatment is appropriate
◦ Who would provide that treatment or care
◦ Where the treatment should be provided
(Cooley, p. 454)
Module Competency #3:Various Needs of Clients
Unit #3D: Emotional Needs
Recommended Content
 The emotional needs of a client and/or their family
members might be:
◦ The need for available support from the various healthcare
team members
◦ Having conversations that are appropriate only to the
situation
◦ Maintaining accurate information
◦ Recognizing that the patient/client has an array of
emotions when dealing with a medical situation
Module Competency #3:Various Needs of Clients
Unit #3E: Spiritual Needs
Recommended Content
As with all areas of a client/patient’s life, respect of a person’s
spiritual beliefs/practices are critical. It is important to make
sure that students are aware of the need for respect,
especially in areas that they may not understand.
 A client/patient’s spiritual needs might include the availability
of a religious clergy. For example:

Rabbi
Priest
Iman
Native American Tribal Chief
Chaplin
Pastor
Spiritual Director
Module Competency #3:Various Needs of Clients
Unit #3F: Mental Health Issues
Recommended Content
 When a person is dealing with health issues not only
are there emotional and spiritual needs, as the previous
slides discussed, there are also mental health issues to
be aware of and sensitive to.
 The curriculum lists the following as mental health
issues that the patient might be dealing with.
◦
◦
◦
◦
◦
Depression
Avoidance
Anger
Fear
Isolation
(see next slide)
Module Competency #3:Various Needs of Clients
Unit #3F: Mental Health Issues


Every patient and their family members have they own
way of dealing with health issues. Defense mechanisms
within a patient/client are common
The defense mechanisms include:
◦
◦
◦
◦
◦
Denial
Projection
Enable
Suppression
Rationalization
Module Competency #3:Various Needs of Clients
Unit #3F: Mental Health Issues
Having introduced to the students some of the mental health
issues and defensive mechanisms of a patient/client, it is
important to discuss coping strategies that are available to
the patient/client.
 Some things to keep in mind are:

◦ Family’s ability to deal with the stress of the illness depends on
the family’s coping skills. If good communication skills, the family
is better able to discuss how they feel about the illness & how it
impacts family functioning.
◦ Social support networks provide strength, encouragement, &
services to the family during the illness (Berman et al., p. 437)
(see next slide)
Module Competency #3:Various Needs of Clients
Unit #3F: Mental Health Issues

Some successful coping strategies are:
◦ Relaxation techniques such as massage, visualization,
reflexology
◦ Prioritization – do the tasks that are only important and
need to be done
◦ Time management – Control your time, life, stress and
energy levels
◦ Self-Care – get plenty of sleep, eat a healthy diet,
exercise, read a good book
Module Competency #3:Various Needs of Clients
Unit #3G: Social Needs
Recommended Content
 Just as all people have social needs, patients/clients are
no different.
 Social needs of a patient/client include:
◦
◦
◦
◦
Being included in activities such as a book club, a game of bridge
Having an active role in their own care
Participating in their own care conferences
Attending support groups, if possible
Module Competency #3: Emotional,
Spiritual, Mental Health, and Social Needs
Recommended Learning Activities
Assignments
Resources
Notes
AS Competency #3:
Making Sense of
Mental Health-Past
and Present
Assignment on website
This is an assignment
from the National
Institute of Health on the
history of mental health
AS Competency #3:
Mental Health
Assignment on website
Students reflect on 3
YouTube videos on actual
mental health patients
Module Competency #4
EXPLAIN HOW DIFFERENT
DISEASES CAN INFLUENCE THE
FUNCTIONING, BEHAVIORS, AND
ATTITUDES OF INDIVIDUALS
INCLUDING
DEMENTIA/ALZHEIMER’S
DISEASE.
Module Competency #4: Explain how different diseases
influence the functioning, behaviors, and attitudes of
individuals including dementia/Alzheimer’s disease.
Two units and learning activities round out the learning for
this fourth competency:
A. Describe how chronic illness affects individual coping
and behaviors
B. Describe how acute illness affects coping and
behaviors.
Module Competency #4: Diseases
Unit #4A: Chronic Illness
Recommended Content
Chronic Illness:
 Health problem of long duration in which the disease
shows little or no change or slowly gets worse.
 Affect a person’s ability to meet their need for selfactualization
 Includes stressors that impact the client and their family
These stressors are discussed on the following slide.
Module Competency #4: Diseases
Unit #4A: Chronic Illness

Stressors that impact the patient and their family are:
◦ Emotional- stress over a period of time can lead to
other chronic conditions (depression)
◦ Physical-depending on the body systems that are affected
by illness, this may be a major stressor to the family and
client (chronic pain, limited mobility)
◦ Social- as the client may be isolated from peers and
others
◦ Financial- healthcare costs impact the client’s financial
resources or in some cases their ability to work for
resources
Module Competency #4: Diseases
Unit #4B: Acute Illness
Recommended Content
Although acute illness is by nature short-lived, it can be a
crisis & stress families, especially if it involves hospitalization;
it can impact families’ financial & time resources
 It is important for the healthcare worker to realize that the
person in crisis may act in ways that are not his/her normal
behavior, because he/she feels a loss of control due to the
illness
 Many of the stressors for chronic illness may still apply
to acute illness.

Module Competency #4: Diseases
Unit #4B: Acute Illness

At this point in the module, the curriculum asks the
instructors to discuss with the students the following:
◦ Discuss the impact of Dementia/Alzheimer’s on the client and
their loved ones
◦ Discuss appropriate behavior modification for those suffering
from Dementia/Alzheimer’s
◦ Recognize personal feelings when providing care to clients with
Dementia/Alzheimer’s
Module Competency #4: Influences of
Diseases
Recommended Learning Activities
Assignments
Resources
Notes
AS Competency #4:
Coping with
Alzheimer’s Part 1
Assignment on website
Students watch the
movie, “Forgetting” and
focus on the difficulties
that arise in caring for a
loved one with
Alzheimer’s and the
coping strategies that
caregivers and family
members must make.
Module Competency #5
DESCRIBE SELECTED CLIENT
SERVICE STRATEGIES INCLUDING
CUSTOMER SERVICE, THEIR
IMPACT ON QUALITY CLIENT
CARE AND THE IMPORTANCE OF
CLIENT PARTICIPATION IN
GROUP/FAMILY ACTIVITIES.
Module Competency #5: Describe selected client service strategies
including customer service, their impact on quality client care and the
importance of client participation in group/family activities.
Four units and learning activities round out the learning
for this fifth competency.
A. Identify ways that healthcare workers can promote
client services.
B. Discuss ways that quality client care can be enhanced
in the health care setting.
C. List common expectations for service.
D. Discuss importance of client/family inclusion in group
activities.
Module Competency #5: Customer/Client Services
Unit #5A: Promoting Client Services
Recommended Content
 At times is seems as though adequate customer service
is dying. Within healthcare, the patient is always the #1
focus and providing patients with competent
customer/patient service is critical.
 Some things to keep in mind with providing customer
service to patients is:
◦ Stay focused on the client’s/patient’s needs
◦ Avoid allowing personal feelings to enter into a situation
◦ Recognize the stage of development of the client and how this
impacts client needs
◦ Recognize the impact of family in the client’s receipt of
healthcare services
Module Competency #5: Customer/Client Services
Unit #5B: Enhancing Quality Client Care
Recommended Content
 When providing quality care to a client, it is important to
remember that the client may have feelings of vulnerability
and may be in a crisis. Being aware of this will aid in the
healthcare provider delivering quality care.
 The following list provides a few suggestions for the
enhancement of client care:
◦ Come to work ready to focus on the client
◦ Take care of self physically, emotionally, and mentally so that you are
able to meet the needs of those you serve
◦ Leave personal problems at home
◦ Seek professional development opportunities that assist in
continuing in your own development
Module Competency #5: Customer/Client Services
Unit #5C: Expectations for Service
Recommended Content
 Common expectations for services received are:
◦ Service should be completed in a timely way
◦ Service is client centered
◦ Service in health care includes compassion
Module Competency #5: Customer/Client Services
Unit #5D: Importance of Client/Family in Group
Activities
Recommended Content
 Often times, clients/patients are lonely and as a result
can suffer from depression.
 The inclusion in group activities can provide many
benefits, such as:
◦
◦
◦
◦
◦
Loneliness may be reduced
Provides a means of socialization
Increases self worth
Refocuses negative thoughts to positive thoughts
Promotes a feeling of acceptance
Module Competency #5: Client Service
Strategies
Recommended Learning Activities
Assignments
Resources
Notes
AS Competency #5:
Importance of
Participation on
Group-Family
Activities
Assignment on website
Students review several
webpages on elderly and
activities and then
answer questions.
Module Competency #6
DEFINE THE STAGES AND
PROCESSES OF DEATH AND
DYING AND THE INFLUENCE
THOSE STAGES HAVE ON
CLIENTS AND THEIR FAMILIES.
Module Competency #6: Define the stages and processes of
death and dying and the influence those stages have on clients
and their families.
This competency consists of three units and their learning
activities.
A. List the stages of grief that occur in death and dying.
B. List the needs of the dying client and their family.
C. List the different causes of death and describe how
this may affect the client and families ability to
progress through the stages of death.
Module Competency #6: Death and Dying
Unit #6A: Emotional Stages of Grief
Grief: “The total response to the emotional experience to
loss” “Grief is manifested in thoughts, feelings, &
behaviors associated with overwhelming distress or
sorrow”
 Everyone experiences loss, grieving, & death at some
time during his/her life.
People may suffer loss of:
 Valued relationships through moving from one city or

state to another, separation, divorce, or the death of a
family member (parent, grandparent, sibling, spouse) or
friend
Changing life roles, as they watch grown children leave
home or retire from lifelong work
(Berman et al.)
(see next slide)
Module Competency #6: Death and Dying
Unit #6A: Emotional Stages of Grief

Healthcare workers interact with dying clients & their
families or caregivers in a variety of settings:
◦ from a death of an unborn child, to the adolescent victim of an
automobile collision, to the elderly client who dies from a
chronic illness


There are many influences on the dying process: legal,
ethical, religious, spiritual, biological, personal
It is important that the healthcare worker provides
sensitive, skilled, & supportive care to all those affected
(Berman et al.)
(see next slide)
Module Competency #6: Death and Dying
Unit #6A: Emotional Stages of Grief
Recommended Content
 Any discussion about death and dying can be
uncomfortable; however, the more that it is discussed,
the less taboo it becomes.
 Such a discussion with students can make a powerful
impact on many people especially given the fact that so
many students have suffered numerous forms of loss
and/or death.
 Elizabeth Kubler-Ross was responsible for introducing
the five stage of dying and death.
(see next slide)
Module Competency #6: Death and Dying
Unit #6A: Emotional Stages of Grief
Kübler-Ross (1969) describes five stages of dying and
although these stages are listed in order, grieving
people do not experience them in any particular
order for any length of time & often move back &
forth between stages
Five Stages of Dying
 Denial Stage
 Anger Stage
 Bargaining Stage
 Depression Stage
 Acceptance Stage
(Potter & Perry, p. 464)
(see next slide)
Module Competency #6: Death and Dying
Unit #6A: Emotional Stages of Grief
1.
2.
3.
Denial & Isolation Stage: a person acts as though
nothing has happened & refuses to accept the fact of
the loss; person shows no understanding of what has
occurred.
Anger Stage of adjustment to loss; a person expresses
resistance & sometimes intense anger at God, other
people, or the situation.
Bargaining Stage: cushions & postpones awareness of
the loss by trying to prevent it from happening.
Grieving or dying people make promises to self, God,
or loved ones that they will live or believe differently if
they are spared the dreaded outcome. (Potter & Perry)
(see next slide)
Module Competency #6: Death and Dying
Unit #6A: Emotional Stages of Grief
Depression Stage: occurs when a person realizes the
full impact of the loss. Some feel an overwhelming
sense of sadness, hopelessness, & loneliness; resigned
to the bad outcome, they sometimes withdraw from
relationships & life.
5. Acceptance Stage: the person incorporates the loss
into life & finds ways to move forward. Resolved to the
fact that death is imminent and finds peaceful
acceptance & positive feelings.
4.
(Potter & Perry)
Module Competency #6: Death and Dying
Unit #6B: Needs of the Dying Client & Family
Recommended Content
 The needs of clients and their family members when
dealing with dying and death correspond to those of
Maslow’s Hierarchy of Needs.
 As stated state earlier in the power point, Maslow’s
Hierarchy of Needs are:
◦
◦
◦
◦
◦
Physiological needs – providing basic needs
Safety and security – promoting comfort
Love and belonging – support by the family
Self-esteem – learning needs
Self-actualization – being at their best in spite of the disease or
illness
Module Competency #6: Death and Dying
Unit #6C: Types of Death
Recommended Content
 Having a discussion about various types of death
also lends itself to various types of loss.
 The various types of loss are briefly introduced
here:
1.
2.
Actual Loss: Loss that can be recognized by others
Perceived Loss: Loss experience by one person, but
cannot be verified by another
◦ Example: A woman who leaves her employment to care for her
children at home may perceive a loss of independence &
freedom
Both actual & perceived losses can be anticipatory loss
(see next slide)
Module Competency #6: Death and Dying
Unit #6C: Types of Death
3.
4.
5.
Anticipatory Loss: Loss that is experienced before
the loss actually occurs.
Example: A woman whose husband is dying may
experience the actual loss in anticipation of his
death. (Berman et al., p. 1082)
Developmental Losses: Losses that occur during the
process of normal development, such as grown
children leaving home, retirement from a career, death
of aged parents (these generally can be anticipated &
prepared for).
Situational Losses: Loss of one’s job, death of a child,
or loss of functional ability because of acute illness or
injury.
(see next slide)
Module Competency #6: Death and Dying
Unit #6C: Types of Death
Types of Death
 Unexpected death leaves families feeling shocked &
bereaved (Examples might be death due to a heart
attack)
 Traumatic death can lead to complicated grief:
(Examples: suicide or homicide)
 Anticipated death from a chronic or prolonged illness;
families may be physically & emotionally exhausted
from caring for the family member prior to death
(Berman et al.)
(see next slide)
Module Competency #6: Death and Dying
Recommended Learning Activities
Assignments
Resources
Notes
AS Competency #6:
Morrie and ALS
Assignment on website
Students watch the
movie ”Morrie” about a
man dying from Lou
Gehring’s disease.
AS Competency #6:
Death & Dying
Obituary
Assignment on website
Students write their own
obituary
Module Competency #7
DESCRIBE HOW TO CARE FOR
THE CLIENTS’ ENVIRONMENT.
Module Competency #7: Describe how to care
for the clients’ environment.
Two units and their learning activities are embedded in
this competency.
A. Discuss the importance of a clean environment.
B. Describe proper care of client’s personal items
Module Competency #7: Clients’ Environment
Unit #7A: Clean Environment
Recommended Content
 In the busy-ness of the career of a healthcare provider,
some important tasks might be overlooked.
 A clean and organized environment for clients/patients
can provide the person with safety, health and comfort.
 When caring for a patient’s environment keep in mind
to:
◦ Clean surface items appropriately
◦ Reduce allergens
◦ Promote infection control
Module Competency #7: Clients’ Environment
Unit #7B: Client’s Personal Items
Recommended Content
 At times it is necessary to assist the client/patient with
proper caring of their personal belongings.
 In doing so, it is important not to move their personal
items to a new location.
◦ Doing so could cause confusion and/or anxiety for the client.

Also, when cleaning their environment, ask the client for
any suggestions that they may have. This will promote a
feeling of inclusion and encourage pride in their
surroundings.
Module Competency #7: Describe How to
Care for the Clients’ Environment
Recommended Learning Activities
Assignments
Resources
Notes
AS Competency #7:
Care of George’s
Environment
Assignment on website
Students review a picture
of a patient’s room and
identify 20 problems
with his environment.
Module Competency #8
USING A PROBLEM SOLVING
PROCESS APPLIED TO
HEALTHCARE SITUATIONS,
DESCRIBE HOW HEALTHCARE
WORKERS CAN BE AWARE AND
SENSITIVE TO THEIR CLIENTS’
NEED/BEHAVIORS.
Module Competency #8: Using a problem solving process applied to
healthcare situations, describe how healthcare workers can be aware
and sensitive to their clients’ needs/behavior
One unit is included in this competency and its learning
activities.
A. Discuss the problem solving process as applied to
awareness and sensitivity to clients utilizing a team
approach.
Module Competency #8: Problem Solving
Unit #8A: Problem Solving Process
Recommended Content
1. Identify the problem
2. Analyze the problem
3. Generate and analyze solutions – brainstorm for
possible solutions, evaluate the best solution
4. Implement the best solution
5. Evaluate the solution’s effect, plan the next steps
Module Competency #8: Problem Solving
Process
Recommended Learning Activities
Assignments
Resources
Notes
AS Competency #8:
Aging Suits
Assignment on website
Students compare
normal movement to
what it feels like to be
aged with arthritis,
cataracts, limited
movement by putting on
an aging suit.
This completes
the curriculum for
Awareness & Sensitivity to
Clients Needs.
(see next slide)
What to do now?






You’ve now been introduced to Awareness and Sensitivity to
Clients’ Needs..
Presented were key points found on the instructor resource
outline and several possible learning activities to use.
You received tips on teaching the material, along with areas
to be sensitive to with students.
Now, click on the “Survey” tab and complete the Awareness
& Sensitivity to Clients’ Needs Survey.
You are invited to go to the website to preview additional
learning activities, PowerPoints, assessments, etc.
You are encouraged to use the instructor learning resource
module outline to make notes on which online resources
would benefit you and your teaching style.
Accessing HealthForce Minnesota
To access the HCCC curriculum go to:
1. www.healthforceminnesota.org/curriculum
2. Click on Healthcare Core Curriculum
3. Click on Curriculum (Password Required)
A. Password: HCCC
4. Select desired module to view
“This workforce solution was funded by a grant awarded by
the U.S. Department of Labor’s Employment and Training
Administration. The solution was created by the grantee and
does not necessarily reflect the official position of the U.S.
Department of Labor. The Department of Labor makes no
guarantees, warranties, or assurances of any kind, express or
implied, with respect to such information, including any
information on linked sites and including, but not limited to,
accuracy of the information or its completeness, timeliness,
usefulness, adequacy, continued availability, or ownership.”
This work by the Health Professions Pathways (H2P)
Consortium, a Department of Labor, TAACCCT funded
project is licensed under a Creative Commons Attribution 3.0
Unported License.
Power point created by:
Dede Carr, BS, CDA, LDA
Pat Reinhart, RN
References
Berman, A., Snyder, S.J., Kozier, B., & Erb, G. (2008).
Promoting family health. In A. Berman, S.J. Snyder, B.
Kozier, & G. Erb (Eds.). Kozier & Erb’s Fundamentals of
nursing: Concepts, process, and practice (8th ed.) (pp.428441). Upper Saddle River, NJ: Prentice Hall
Cooley, M. L.(2009). A family perspective in
community/public health nursing. In F. Maurer & C. Smith
(Eds.). Community/public health nursing practice: Health for
families and populations (4th ed.) (pp. 327-344). St. Louis,
MO: Elsevier.
Friedman, M.M. (1998). Family nursing:Theory & Practice (3rd
ed.). Norwalk, CT: Appleton & Lange
References
Juliar, K. (2003) Minnesota Healthcare Core Curriculum (2nd
ed.). Clifton Park, NY: Delmar Publishers
Maurer, F., & Smith, C. (2009). Community/public health
nursing practice: Health for families and populations (4th
ed.). St. Louis, MO: Elsevier.
Ramon, P.R. & Niedringhaus, D. M. (2008). Promoting
culturally proficient care. Fundamental nursing care (2nd
ed.) (pp. 16-26). Upper Saddle River, NJ: Person Prentice
Hall
Wright, L.M. & Leahey, M. (2009). Nurses and families: A
guide to family assessment and intervention (5th ed.).
Philadelphia, PA: F.A. Davis
You have completed
Health Care Core Curriculum
Awareness & Sensitivity to
Clients’ Needs.
Congratulations!!
Complete the “Self Assessment” found under
“Assessments”