Breaking bad news in healthcare
The importance of interprofessional education and simulation
A scoping review recently published in JBI Evidence Synthesis explores what teaching approaches are used to teach interprofessional health professional learners how to break bad news collaboratively.
Breaking bad news is a critical aspect of healthcare communication that involves sharing information that significantly alters a patient's or family's perspective on their future. This can include diagnoses of chronic illnesses, life-altering conditions, or situations that lead to significant life changes or death. The impact of breaking bad news extends beyond the immediate moment, affecting patients, families, and healthcare professionals in profound and lasting ways.
The challenge of breaking bad news
Many healthcare professionals feel underprepared for the task of delivering bad news, particularly in emotionally charged situations.
This lack of preparation can lead to:
- increased distress for healthcare professionals;
- higher rates of burnout and compassion fatigue; and
- negative outcomes for patients and families, including impaired long-term adjustment to new prognoses.
However, research shows that when educational opportunities for breaking bad news are available, healthcare professionals’ communication skills significantly improve.
The role of interprofessional education
Interprofessional education, where students from different healthcare professions learn together, is crucial for developing collaborative practice and team-based care.
Interprofessional education in the context of breaking bad news offers several benefits:
- enhances understanding of different healthcare professionals’ roles and responsibilities;
- fosters a more positive team environment;
- improves communication between different healthcare disciplines;
- helps reduce healthcare hierarchies.
Simulation-based education for breaking bad news
Simulation-based education is an effective approach to teaching breaking bad news skills. It provides:
- realistic scenarios that mimic real-world situations;
- a psychologically safe environment for learning and practice;
- opportunities for self-reflection and self-awareness;
- development of teamwork skills; and
- recommendations for educators.
The scoping review includes implications for education, and for research. The scoping review authors state that future simulation-specific research should explore whether and how the Healthcare Simulation Standards of Best Practice are being implemented and whether simulation is resulting in student satisfaction and enhanced learning.
By focusing on interprofessional education and simulation-based learning, healthcare professionals can be better prepared to undertake the challenging task of breaking bad news, ultimately improving outcomes for patients, families, and themselves.
The scoping review of teaching approaches, Interprofessional collaboration between health professional learners when breaking bad news, is available in the June 2024 issue of JBI Evidence Synthesis.