Support individuals at the end of life — iCan Qualifications Limited End-Point Assessment Health & Social Care Revision

    This subtopic focuses on providing compassionate, dignified care and support to individuals during the last stages of life, as well as their families and c

    Topic Synopsis

    This subtopic focuses on providing compassionate, dignified care and support to individuals during the last stages of life, as well as their families and carers. It covers the principles of palliative care, advance care planning, managing symptoms and pain, emotional and spiritual support, and the legal and practical procedures after death. Practitioners must apply holistic approaches while navigating complex ethical, cultural, and emotional challenges in line with professional standards and individual preferences.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Support individuals at the end of life

    ICAN QUALIFICATIONS LIMITED
    vocational

    This subtopic equips learners with the knowledge and skills to provide compassionate, person-centred end-of-life care for individuals with dementia. It emphasises legal and ethical frameworks, advance care planning, collaborative working, and sensitive communication, ensuring dignity and rights are upheld. Learners will also explore support services and strategies to manage their own emotional wellbeing when witnessing death and dying.

    19
    Learning Outcomes
    29
    Assessment Guidance
    31
    Key Skills
    17
    Key Terms
    35
    Assessment Criteria

    Assessment criteria

    iCQ Level 3 Certificate in Dementia Care
    iCQ Level 2 Diploma in Health and Social Care (Northern Ireland)
    iCQ Level 3 Diploma in Health and Social Care (Northern Ireland)
    iCQ Level 2 Diploma in Care
    iCQ Level 3 Diploma in Adult Care
    iCQ Level 3 Certificate in Working in End of Life Care
    iCQ Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (England) QCF

    Topic Overview

    The iCQ Level 3 Diploma in Adult Care is a vital qualification for anyone aspiring to or currently working in the adult social care sector in the UK. It equips learners with the essential knowledge, understanding, and practical skills required to provide high-quality, person-centred care and support to adults in various settings, such as residential homes, domiciliary care, and day centres. This diploma goes beyond basic care, focusing on developing a deeper understanding of individuals' needs, promoting independence, and ensuring their dignity and rights are upheld.

    This qualification is integral to professionalising the adult care workforce, aligning with national standards and regulatory requirements set by bodies like the Care Quality Commission (CQC). It covers a broad range of critical topics, including communication, safeguarding, health and safety, duty of care, and person-centred approaches, all of which are fundamental to delivering compassionate and effective care. Successfully completing this diploma demonstrates a robust commitment to best practice and ethical conduct, preparing you for more responsible roles within the sector.

    Furthermore, the iCQ Level 3 Diploma serves as a significant stepping stone for career progression within health and social care. It provides a solid foundation for advancing to supervisory or leadership positions, or for pursuing further education such as a Level 4 or 5 Diploma, or even higher education programmes in health and social care. Understanding this diploma's content is crucial for both practical competence and long-term career development, ensuring you can contribute meaningfully to the wellbeing of adults requiring support.

    Key Concepts

    Core ideas you must understand for this topic

    • →Person-Centred Care: Placing the individual at the heart of all care decisions, respecting their choices, preferences, and values, and promoting their independence and wellbeing.
    • →Duty of Care and Safeguarding: Understanding your legal and ethical responsibilities to protect individuals from harm, abuse, and neglect, and knowing how to respond effectively to concerns.
    • →Effective Communication: Utilising a range of communication methods to build rapport, gather information, and convey support effectively with individuals, their families, and colleagues, adapting to diverse needs.
    • →Health, Safety, and Wellbeing: Implementing practices to maintain a safe and healthy environment for both individuals receiving care and care workers, including infection control, moving and handling, and risk assessment.
    • →Professional Development and Reflective Practice: Committing to continuous learning, critically evaluating your own practice, and identifying areas for improvement to enhance the quality of care provided.

    Learning Objectives

    What you need to know and understand

    • Understand the requirements of legislation and agreed ways of working to protect the rights of individuals at the end of life, Understand factors affecting end of life care, Understand advance care planning in relation to end of life care, Be able to provide support to individuals and key people during end of life care, Understand how to address sensitive issues in relation to end of life care, Understand the role of organisations and support services available to individuals and key people in relation to end of life care, Be able to access support for the individual or key people from the wider team, Be able to support individuals through the process of dying, Be able to take action following the death of individuals, Be able to manage own feelings in relation to the dying or death of individuals
    • 1. Understand the aims and principles of end of life care2. Understand factors affecting end of life care3. Understand advance care planning in relation to end of life care4. Be able to provide support to individuals and key people during end of life care5. Understand the role of organisations and support services available to individuals and key people in relation to end of life care6. Be able to support individuals through the process of dying7. Be able to take action following the death of individuals8. Be able to manage own feelings in relation to the dying or death of individuals
    • 1. Understand the aims and principles of end of life care2. Understand factors affecting end of life care3. Understand advance care planning in relation to end of life care4. Be able to provide support to individuals and key people during end of life care5. Understand the role of organisations and support services available to individuals and key people in relation to end of life care6. Be able to support individuals through the process of dying7. Be able to take action following the death of individuals8. Be able to manage own feelings in relation to the dying or death of individuals
    • 1. Understand the aims and principles of end of life care2. Understand factors affecting end of life care3. Understand advance care planning in relation to end of life care4. Be able to provide support to individuals and key people during end of life care5. Understand the role of organisations and support services available to individuals and key people in relation to end of life care6. Be able to support individuals through the process of dying7. Be able to take action following the death of individuals8. Be able to manage own feelings in relation to the dying or death of individuals
    • Explain the aims and principles of end-of-life care, including palliative and hospice care philosophies.
    • Analyse the physical, psychological, social, and spiritual factors that affect an individual's end-of-life experience.
    • Facilitate advance care planning discussions to document and respect an individual's preferences and decisions.
    • Provide compassionate, person-centred support to individuals and their key people throughout the end-of-life journey.
    • Evaluate the range of statutory, voluntary, and community services available to support end-of-life care and how to access them.
    • Support individuals through the dying process, including managing symptoms, maintaining dignity, and enabling a peaceful death.
    • Carry out necessary procedures following a death, including legal requirements, verification, and care after death, with sensitivity.
    • Reflect on and manage your own emotional responses to dying and death, seeking support and supervision as needed.
    • Understand the requirements of legislation and agreed ways of working to protect the rights of individuals at the end of life, Understand factors affecting end of life care, Understand advance care planning in relation to end of life care, Be able to provide support to individuals and key people during end of life care, Understand how to address sensitive issues in relation to end of life care, Understand the role of organisations and support services available to individuals and key people in relation to end of life care, Be able to access support for the individual or key people from the wider team, Be able to support individuals through the process of dying, Be able to take action following the death of individuals, Be able to manage own feelings in relation to the dying or death of individuals
    • Analyse the legal and regulatory requirements for protecting the rights of individuals at the end of life.
    • Evaluate factors that influence the quality of end-of-life care, including physical, psychological, social, and spiritual needs.
    • Develop an advance care plan that respects the individual's wishes and involves key people.
    • Demonstrate effective communication skills when addressing sensitive issues with individuals and their families.
    • Coordinate support from organisations and the wider multidisciplinary team to enhance end-of-life care.
    • Reflect on personal emotional responses to death and dying and implement strategies to maintain professional resilience.

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for demonstrating understanding of the Mental Capacity Act 2005 in relation to end-of-life decisions for individuals with dementia.
    • Award credit for evidence of effectively communicating with family members about sensitive issues, using empathy and active listening.
    • Award credit for documenting advance care plans accurately and in accordance with organisational policies.
    • Award credit for appropriate engagement with multidisciplinary team members to coordinate end-of-life support.
    • Award credit for reflecting on own emotional responses and seeking support where necessary.
    • Award credit for demonstrating an understanding of how to involve the individual and key people in care planning, respecting their wishes and cultural/spiritual beliefs.
    • Award credit for accurately describing the signs of approaching death and appropriate comfort measures, including physical, psychological, and spiritual support.
    • Award credit for showing empathy and effective communication skills when providing support to bereaved family members, respecting confidentiality and boundaries.
    • Award credit for reflecting on own emotional responses and identifying appropriate support strategies, such as supervision or peer debriefing.
    • Award credit for demonstrating a thorough understanding of the holistic aims of end of life care, including pain relief, dignity, and emotional support, and how these align with individual preferences.
    • Award credit for providing evidence of effectively using advance care planning documents (e.g., Advance Decisions to Refuse Treatment, Lasting Power of Attorney for Health and Welfare) to guide care decisions.
    • Award credit for observable skills in communicating sensitively with the dying person and their key people, including using active listening, empathy, and non-verbal cues, especially when breaking significant news.
    • Award credit for correctly carrying out procedures following a death, such as last offices, verification of death, and respectful handling of the body in accordance with legal, organisational, and cultural/religious requirements.
    • Award credit for reflective accounts that explicitly identify personal emotional responses to dying and death and outline proactive strategies used to manage these feelings, including accessing supervision or support services.
    • Award credit for clearly explaining the core aims of end-of-life care: ensuring comfort, dignity, privacy, and support for both the individual and key people involved.
    • Demonstrate understanding of factors affecting end-of-life care including physical, psychological, social, cultural, spiritual, and environmental influences, with relevant examples.
    • Provide evidence of effective communication and engagement with advance care planning documents (e.g., Advance Decision to Refuse Treatment), respecting the individual’s preferences and mental capacity.
    • Show practical application when supporting an individual through the dying process, including symptom management, emotional reassurance, and presence, while following care plans.
    • Describe appropriate actions taken following a death, such as verification procedures, performing last offices according to cultural wishes, and signposting family to bereavement services.
    • Illustrate reflection on personal emotional responses, demonstrating use of support strategies, supervision, and self-care to maintain professional resilience.
    • Award credit for identifying and applying the five priorities of care for the dying person (Recognise, Communicate, Involve, Support, Plan & Do).
    • Credit for evidence of completing an advance care plan document that reflects the individual's wishes regarding treatment, care location, and spiritual needs.
    • Award credit for demonstrating effective communication skills when discussing prognosis and care options with the individual and family, showing empathy and honesty.
    • Credit for a reflective account demonstrating personal coping strategies after a death, such as debriefing, supervision, or accessing employee assistance.
    • Award credit for clearly describing how the Mental Capacity Act 2005 and Equality Act 2010 apply to end of life care decision-making.
    • Expect evidence of explaining at least three physical, psychological, social, or spiritual factors that can influence an individual's end of life experience.
    • Look for a completed advance care plan summary or documented discussion showing how the individual's preferences, beliefs, and refusals of treatment were respected.
    • Assess direct observation or reflective account demonstrating communication with a distressed key person, using empathy, active listening, and accurate information.
    • Require identification of how to access specialist palliative care, bereavement support, and spiritual care services, including referral protocols.
    • Check for appropriate actions after death, such as verifying identity, last offices, cultural/religious rituals, and accurate documentation on the death log.
    • Award credit for demonstrating a thorough understanding of the Mental Capacity Act and its application in end-of-life decisions.
    • Look for evidence of person-centred care planning that incorporates the individual's cultural and spiritual preferences.
    • Assess the ability to identify and manage symptoms of distress, including pain, breathlessness, and agitation, as part of holistic care.
    • Credit should be given for showing effective collaboration with palliative care specialists, social workers, and bereavement services.
    • Evidence of self-awareness and use of supervision or support systems to manage emotional impact.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡When completing written assignments, always reference relevant legislation, such as the Mental Capacity Act and the Equality Act, to demonstrate underpinning knowledge.
    • 💡In practical assessments, model person-centred approaches by actively involving the individual (where possible) and their family in all decisions.
    • 💡Practice reflection techniques, such as Gibbs' Reflective Cycle, to effectively discuss how you manage your feelings in the workplace.
    • 💡In scenario-based questions, always reference the individual's documented advance care plan or expressed preferences to demonstrate person-centred care.
    • 💡Show awareness of key legislation such as the Mental Capacity Act (NI) 2016 and the importance of best interests decisions when the individual lacks capacity.
    • 💡During practical assessments, use active listening techniques like paraphrasing and open-ended questions to explore the individual's needs and fears.
    • 💡For reflective accounts, clearly link your emotional reactions to professional codes of practice and explain how you used supervision to manage your feelings.
    • 💡For assessment criteria that require demonstration of practical skills, ensure your portfolio includes direct observations, witness testimonies, and reflective accounts that clearly link your actions to the individual's care plan and the underpinning knowledge.
    • 💡When discussing advance care planning, use real examples from your practice (anonymised) to show how you facilitated conversations, respected the individual's autonomy, and navigated any family disagreements or capacity issues.
    • 💡To evidence your understanding of support services, create a resource map of local and national organisations (e.g., hospices, palliative care teams, bereavement counselling) and explain how you have accessed or referred to them in specific cases.
    • 💡Reflective practice on managing your own feelings must go beyond describing emotions; you need to analyse the impact on your practice, identify coping strategies used, and evaluate their effectiveness, linking to professional standards and the importance of self-care.
    • 💡When providing written evidence or reflective accounts, use real-life examples that explicitly link your actions to each learning objective, referencing relevant policies and legislation.
    • 💡For observations, demonstrate active listening and empathy with the individual and their family, verbalising your thought processes around person-centred choices.
    • 💡Show in-depth knowledge of advance care planning by discussing scenarios where capacity may fluctuate and how you would apply the Mental Capacity Act principles.
    • 💡Be prepared to answer scenario-based questions on after-death procedures; ensure you know the difference between verification of death and certification by a doctor.
    • 💡Use professional terminology consistently, such as ‘holistic care’, ‘therapeutic presence’, ‘best interests’, and ‘bereavement support’, to demonstrate understanding.
    • 💡When compiling evidence, include witness testimonies from colleagues, family members, or other professionals to corroborate your practice.
    • 💡Ensure your portfolio clearly maps each piece of evidence to the specific assessment criteria and demonstrates underpinning knowledge as well as practical skills.
    • 💡Use reflective logs to show how you have developed your practice, particularly in managing challenging emotions.
    • 💡For observed practice, brief your assessor beforehand on the context and planned care, so they can fully appreciate the complexity of your role.
    • 💡Always structure your responses around the individual's care plan and documented preferences, referencing relevant legislation explicitly.
    • 💡When discussing sensitive issues, model phrases that normalise dying conversations, such as 'What would a good death look like for you?'
    • 💡For post-death scenarios, systematically work through immediate priorities: verification of death, cultural rituals, care of the body, and support for the bereaved.
    • 💡In reflective accounts, demonstrate self-awareness by acknowledging emotional responses and detailing how supervision or debriefing was used to maintain professional integrity.
    • 💡When writing assignments, link theory to practice by providing specific examples from your work setting.
    • 💡Use reflective models (e.g., Gibbs) to demonstrate learning from experiences with dying individuals.
    • 💡Ensure you reference current legislation and national guidelines, such as the End of Life Care Strategy.
    • 💡In role-play assessments, practice active listening and empathy while maintaining professional composure.
    • 💡Prepare for questions on ethical dilemmas by considering common scenarios like Do Not Attempt Resuscitation (DNAR) decisions.
    • 💡Demonstrate Application of Knowledge: Don't just state facts; show how you would apply theoretical knowledge to real-life scenarios. Use examples from your practice or placement to illustrate your understanding of person-centred care, safeguarding, or communication techniques.
    • 💡Refer to Legislation and Best Practice: Explicitly mention relevant UK legislation (e.g., Care Act 2014, Mental Capacity Act 2005) and national guidelines (e.g., CQC standards) where appropriate. This demonstrates a comprehensive understanding of the legal and ethical framework governing adult care.
    • 💡Reflect Critically on Your Practice: The diploma requires you to show reflective practice. When discussing your experiences or answering scenario questions, explain what you did, why you did it, what you learned, and how you would improve your approach in the future. This shows professional growth and a commitment to quality.

    Common Mistakes

    Common errors to avoid in your coursework

    • Believing that advance care planning is only for individuals with full mental capacity, not recognising that decisions can be made while the person with dementia still has capacity.
    • Failing to involve key people (family, friends) in decision-making, leading to conflicts.
    • Neglecting own emotional health, leading to burnout or compassion fatigue.
    • Confusing palliative care exclusively with end-of-life care, overlooking that palliative interventions can begin early in a progressive illness.
    • Failing to involve key people in decisions, assuming they do not want to be included, rather than confirming the individual's preferences.
    • Neglecting to document or report subtle changes in the individual's condition promptly, potentially missing signs of pain or distress.
    • Suppressing own feelings about death without seeking support, leading to unresolved grief and reduced effectiveness in care delivery.
    • Focusing solely on physical symptoms while neglecting psychological, social, or spiritual needs, leading to a disjointed care approach that fails to meet the holistic principles of end of life care.
    • Assuming that advance care planning decisions are fixed and binding in all circumstances, without recognising that they can be changed if the individual has mental capacity and that they must be reviewed regularly.
    • Failing to involve key people in discussions and care decisions, either by excluding them entirely or by overriding their input, which can cause distress and conflict instead of providing support.
    • Not documenting conversations about end-of-life wishes clearly or failing to share this information with the multidisciplinary team, resulting in care that does not reflect the individual's expressed choices.
    • Suppressing personal feelings about death or believing that showing emotion is unprofessional, which can lead to burnout, compassion fatigue, or a failure to recognise when personal support is needed.
    • Assuming a one-size-fits-all approach to end-of-life care, neglecting the individual's unique cultural, spiritual, or personal preferences.
    • Focusing solely on physical symptoms and pain management while overlooking emotional, social, or spiritual distress.
    • Not involving the individual in decision-making or failing to adhere to documented advance care plans (such as ignoring a ‘Do Not Attempt Resuscitation’ order).
    • Uncertainty about legal roles and responsibilities after death, e.g., who can verify death or when to inform the coroner.
    • Neglecting own emotional wellbeing, leading to compassion fatigue or burnout, and not using reflective practice or available support systems.
    • Assuming that end-of-life care only begins when a person is actively dying, rather than starting at diagnosis of a life-limiting condition.
    • Failing to recognise the importance of non-verbal communication when a person can no longer speak.
    • Overlooking cultural or religious rituals that could provide comfort to the dying person and their family.
    • Believing that emotional support is only for the service user, not for family members or carers.
    • Assuming the individual lacks capacity just because they refuse a recommended treatment, without completing a formal assessment.
    • Conflating advance care planning with euthanasia or assisted suicide, leading to incorrect advice to families.
    • Failing to collaborate with the wider multidisciplinary team, resulting in disjointed care and missed support for key people.
    • Neglecting to address practical post-death tasks promptly, such as securing valuables or completing statutory notifications, causing legal or emotional distress.
    • Ignoring the importance of self-care and professional boundaries, leading to burnout or over-involvement that compromises objectivity.
    • Focusing solely on physical symptoms while neglecting psychological and spiritual needs.
    • Failing to involve the individual and their family in care planning, assuming a paternalistic approach.
    • Not documenting advance care plans properly, leading to confusion among the care team.
    • Avoiding difficult conversations about death and dying due to personal discomfort.
    • Overlooking the need for self-care and professional boundaries, leading to burnout.
    • Misconception: Adult care primarily involves performing physical tasks for individuals. Correction: While physical assistance is part of the role, the diploma emphasises a holistic approach, addressing individuals' emotional, social, intellectual, and spiritual needs, promoting their independence and choice, and focusing on their overall wellbeing.
    • Misconception: Safeguarding is solely about reporting incidents of abuse after they happen. Correction: Safeguarding is a proactive and preventative duty. It involves creating a safe environment, empowering individuals to voice concerns, understanding different types of abuse, recognising signs, and knowing the correct procedures for reporting and escalating concerns to protect vulnerable adults.
    • Misconception: Care plans are rigid, unchanging documents that must be followed exactly. Correction: Care plans are dynamic, person-centred documents that should be regularly reviewed and updated in collaboration with the individual, their family, and other professionals. They reflect changing needs, preferences, and goals, ensuring care remains appropriate and effective.

    Revision Plan

    How to revise this topic in 1–2 weeks

    1. 1Week 1: Core Unit Immersion: Begin by thoroughly reviewing the core units such as Communication, Personal Development, Duty of Care, Safeguarding, and Equality and Diversity. Focus on understanding the theoretical concepts, legal frameworks, and ethical principles underpinning each.
    2. 2Week 1: Practical Application & Reflection: Actively link the theoretical knowledge from your core units to your practical experiences, whether in a work placement or through simulated scenarios. Start gathering evidence for your portfolio, reflecting on how you applied person-centred care or safeguarding principles in real situations.
    3. 3Week 2: Specialist Unit Focus: Move onto the optional specialist units relevant to your role or interests (e.g., Dementia Care, End-of-Life Care, Supporting Individuals with Learning Disabilities). Deepen your understanding of specific conditions, communication strategies, and tailored support approaches.
    4. 4Week 2: Portfolio Building & Assessment Preparation: Dedicate significant time to compiling and refining your portfolio evidence, ensuring it meets the assessment criteria for each unit. Review your knowledge through mock assessments or by discussing scenarios with peers or mentors, identifying any gaps in your understanding.
    5. 5Review and Consolidate: Before final assessment, revisit all units, paying particular attention to areas where you felt less confident. Consolidate your learning by creating summary notes, flashcards for key terms, and practicing explaining complex concepts clearly and concisely.

    Exam Question Types

    How this topic typically appears in the exam

    • 📋Scenario-Based Questions: These questions present a realistic care situation and ask you to describe how you would respond, explaining your actions based on legislation, best practice, and person-centred principles. Advice: Break down the scenario, identify key issues (e.g., safeguarding, communication barriers), and explain your step-by-step approach, justifying your decisions.
    • 📋Short Answer and Explanation Questions: You will be asked to define key terms, explain concepts (e.g., "What is person-centred planning?"), or outline procedures (e.g., "Describe the process for reporting a safeguarding concern"). Advice: Use clear, concise language, demonstrate accurate knowledge of terminology, and provide sufficient detail to fully answer the question.
    • 📋Portfolio Evidence and Professional Discussion: A significant part of the iCQ Level 3 Diploma involves building a portfolio of evidence from your practical work and undergoing professional discussions with an assessor. This demonstrates your competence in real-world settings. Advice: Ensure your portfolio contains varied, authentic evidence linked directly to unit criteria. During professional discussions, be prepared to explain your practice, reflect on your actions, and demonstrate your understanding of underpinning knowledge.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •A foundational understanding of health and social care principles, often gained through a Level 2 qualification in Health and Social Care or equivalent relevant work experience.
    • •Strong verbal and written communication skills, as effective interaction with individuals, families, and colleagues is central to adult care.
    • •A genuine empathetic and caring attitude, coupled with a commitment to promoting the dignity and independence of adults requiring support.

    Key Terminology

    Essential terms to know

    • Understand the requirements of legislation and agreed ways of working to protect the rights of individuals at the end of life, Understand factors affecting end of life care, Understand advance care planning in relation to end of life care, Be able to provide support to individuals and key people during end of life care, Understand how to address sensitive issues in relation to end of life care, Understand the role of organisations and support services available to individuals and key people in relation to end of life care, Be able to access support for the individual or key people from the wider team, Be able to support individuals through the process of dying, Be able to take action following the death of individuals, Be able to manage own feelings in relation to the dying or death of individuals
    • 1. Understand the aims and principles of end of life care2. Understand factors affecting end of life care3. Understand advance care planning in relation to end of life care4. Be able to provide support to individuals and key people during end of life care5. Understand the role of organisations and support services available to individuals and key people in relation to end of life care6. Be able to support individuals through the process of dying7. Be able to take action following the death of individuals8. Be able to manage own feelings in relation to the dying or death of individuals
    • 1. Understand the aims and principles of end of life care2. Understand factors affecting end of life care3. Understand advance care planning in relation to end of life care4. Be able to provide support to individuals and key people during end of life care5. Understand the role of organisations and support services available to individuals and key people in relation to end of life care6. Be able to support individuals through the process of dying7. Be able to take action following the death of individuals8. Be able to manage own feelings in relation to the dying or death of individuals
    • 1. Understand the aims and principles of end of life care2. Understand factors affecting end of life care3. Understand advance care planning in relation to end of life care4. Be able to provide support to individuals and key people during end of life care5. Understand the role of organisations and support services available to individuals and key people in relation to end of life care6. Be able to support individuals through the process of dying7. Be able to take action following the death of individuals8. Be able to manage own feelings in relation to the dying or death of individuals
    • Holistic end-of-life care principles
    • Advance care planning
    • Symptom management and pain relief
    • Communication and family support
    • Ethical and legal considerations
    • Self-care and emotional resilience
    • Understand the requirements of legislation and agreed ways of working to protect the rights of individuals at the end of life, Understand factors affecting end of life care, Understand advance care planning in relation to end of life care, Be able to provide support to individuals and key people during end of life care, Understand how to address sensitive issues in relation to end of life care, Understand the role of organisations and support services available to individuals and key people in relation to end of life care, Be able to access support for the individual or key people from the wider team, Be able to support individuals through the process of dying, Be able to take action following the death of individuals, Be able to manage own feelings in relation to the dying or death of individuals
    • Legal and ethical frameworks
    • Advance care planning
    • Symptom management and comfort
    • Communication and sensitive conversations
    • Supporting families and carers
    • Self-care and professional resilience

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