spikes protocol for breaking bad news.ppt
TRANSCRIPT
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Tips for Bad News Bearers
A Critical Clinical Skill
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Learning Objectives
After this session, you will:Recognize the challenge of sharing
bad news effectively Be able to describe an effective six
step process for sharing bad news--SPIKES
Be committed to improving your skills in breaking bad news to patients
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What is Bad News?
Any news that seriously and negatively alters the patient’s view of his or her future.
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The Goal
Help the patient and family understand the condition
Support the patient and familyMinimize the risk of overwhelming
distress or prolonged denial
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Why is it a critical skill?
The Patient’s Perspective
Patients often have vivid memories of receiving bad news
Negative experiences can have lasting effects on anxiety and depression
Can facilitate adaptation to illness and deepen the patient-doctor relationship
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Why is it a critical skill?
The Physician’s Perspective
High degree of difficulty + Physician anxiety =
High risk of performing poorly
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What do patients want?
For themselves…more time to talk and show feelings
From the doctor…more information, caring, hopefulness, confidencea familiar face Strauss 1995
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What do you do?
What have you found helpful in making “bad news” visits go as well as possible?
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There are several models of breaking bad news.
Buckman’s S.P.I.K.E strategy (2005).
It describes much of the emotional issues that one should consider when delivering bad news and discusses an easier way to remember the important facts when delivering bad news.
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1. Setting up the interview
Anticipate the possibility of bad news, and arrange a follow-up visit after significant scans, biopsies etc.
Avoid telephone Private setting, sitting down Turn off beeper, no interruptions Ensure adequate time
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1. Setting up the interview
Lab reports, X-rays present Support person present , if desired Review the condition, basic
prognosis and treatments before the visit
HOPEFUL TONE
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Assessing the patient’s
2. Perception
ASK then TELLImportant if the patient is not well known
to you OR if visits to consultants have occurred
“Assess the Gap” between what the patient knows and the diagnosis
“What have you already been told about might be going on?
“What is your understanding of why the CT scan was ordered?”
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Obtaining the patient’s3. Invitation
Preferably before the visitEasier if patient is well- knownListen to patient cues“Are you the sort of person who likes to
know all the details of your condition?“Would you like me to discuss the results
of the CT scan with you?”
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Giving 4. Knowledge and Information
Align yourself with the patient’s understanding and vocabulary
Start with a warning shot: “I’m afraid that the scan shows that the problem is fairly serious.”
Give diagnosis simply, avoid euphemisms or excessive bluntness
Provide information in small chunksCheck frequently for understanding
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Giving 4. Knowledge and Information
Check for knowledge or experience with condition
Allow for pauses, use repetitionWill usually want basic but clear
information re treatment plan and prognosis
BUTTune into patient readiness to hear
more, and know when to stop
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Balancing Truth and Hope: The Skillful Use of Indirect Language S Healing et al 2006
“It looks like….” not “You have….”“there are tumours in the liver…”
not “you have tumours in your liver…”
Emphasize on maintaining the relationship as well as communicating the news
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Respond to 5. Emotions empathically
Observe for and allow emotional reactionsKleenex handy, use of touch
N aming the feeling “I know this is upsetting”
U nderstanding “It would be for anyone”
R especting “You’re asking all the right questions”
S upporting “I’ll do everything I can to help you through this.”
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6. Summary and Strategy for follow-up
Summarize discussionClear follow-up plan re: referral, tests,
next contact (in <48 hrs)Provide written summary or brochuresRefer to community resourcesInvite support person for next visit if
not present
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6. Summary and Strategy for follow-up
End on note of hope and partnership AFTER: document well assess your own reaction
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Six Steps for Breaking Bad News
S etting up the interview
P erception of the patient re their illness
I nvitation from patient to share info
K nowledge and Information conveyed
E motions responded to empathically
S ummary and Strategy for follow-up
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Discrepancies in Ratings
Patients rated the following much higher than doctor and nurses:
receiving bad news in a quiet, private place
arranging a follow-up visit soon to review with patient and family
inform patient about support services Girgis, Behavioural Medicine 1999
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Follow-up
Please take a handout outlining the SPIKES steps in sharing bad news
Try out one or two of the suggestions next time you have bad news to share
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“The task of breaking bad news is a testing ground for the entire range of our professional skills and abilities. If we do it badly, the patients or family members may never forgive us; if we do it well, they will never forget us.”
Robert Buckman
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