Abstract
Abstract
The U.S. has the highest number of coronavirus disease (COVID-19) cases and deaths of any nation. Deaths due to COVID-19, especially among older adults and people of color, have created an urgency for advanced care planning (ACP). Despite benefits of ACP, only one-third of U.S. adults have completed advance directives, in part due to a lack of death education. We recommend four actions to increase death education and ACP completion: (1) integrate death education into teacher preparation programs, (2) incorporate death education in undergraduate curricula, (3) provide better education in death and dying to future health professionals, and (4) educate the public.
Community transmission of the coronavirus disease (COVID-19) was first reported in the United States in February 2020 (Centers for Disease Control and Prevention (CDC), 2020a). As of August 2020, the United States has nearly doubled the number of cases and the highest number of deaths compared to any other nation in the world (Johns Hopkins University and Medicine, 2020a). The COVID-19-Associated Hospitalization Surveillance Network (COVID-NET), a population-based surveillance system, has reported hospitalization and mortality rates based on data collected since March 1, 2020 (Centers for Disease Control and Prevention (CDC), 2020b). According to this network, as of August 15, 2020, the overall cumulative hospitalization rate in the U.S. was 151.7 per 100,000 (Centers for Disease Control and Prevention (CDC), 2020b). The rate of hospitalization was highest among adults aged ≥65 (412.9 per 100,000), followed by adults aged 50–64 years (228.1 per 100,000; Centers for Disease Control and Prevention (CDC), 2020b).
Hospitalizations and deaths due to COVID-19 have disproportionately affected populations of color (Centers for Disease Control and Prevention (CDC), 2020b; Moore et al., 2020). Non-Hispanic American Indians or Alaska Natives have COVID-19 hospitalization rates more than five times greater than non-Hispanic Whites; rates among Hispanics or Latinos and non-Hispanic Blacks are just under five times greater than non-Hispanic Whites (Centers for Disease Control and Prevention (CDC), 2020b). Although Blacks (13%) and Hispanics (18%) make up a smaller segment of the U.S. population than non-Hispanic Whites (60%), they have experienced nearly 30 and 40% of COVID-19-related deaths, respectively, compared to non-Hispanic Whites at more than 20% when adjusting for age (Centers for Disease Control and Prevention (CDC), 2020c).
Spikes of new infections, hospitalizations, and deaths are expected in the future, with predictions that the pandemic will continue into 2022 (Center of Infectious Disease Research and Policy [CIDRAP], 2020; Kissler et al., 2020). As the population of the U.S. awaits a vaccination or herd immunity, three outcomes are certain to occur in the near future: more adults will be infected, more will be hospitalized, and more will die from COVID-19 (Johns Hopkins University and Medicine, 2020b).
A new urgency for advance care planning
The COVID-19 pandemic has forced U.S. Americans to view advance care planning (ACP) in a new light. The increased number of hospitalizations and deaths due to COVID-19 have created a new urgency for ACP. Although political and health care leaders are focused on increasing intensive care unit capacity, obtaining needed personal protective equipment, increasing overall hospital capacity, and increasing testing, adults in the U.S., especially older adults and people of color, must realize their increased odds of serious illness and death (Grimm, 2020). Given the abrupt nature of COVID-19 infections and deaths, many of those infected may find it difficult or impossible to complete ACP after being admitted to a hospital. Thus, it is important that all U.S. Americans complete ACP before it is too late.
One thing is certain about ACP—most people do not want to die alone, isolated from family and loved ones (Wakam et al., 2020). Furthermore, most U.S. Americans (80%) prefer to die at home (Stanford School of Medicine, 2020). Unfortunately, most patients who have died of COVID-19 have died alone due to infection control policies and restrictions on visitors in institutional settings (Mulrow et al., 2020; Wakam et al., 2020). Pre-pandemic, the vast majority of deaths in the developed world and high-income countries occurred in institutionalized medical settings (Stanford School of Medicine, 2020; Virdun et al., 2017). The pandemic has exacerbated the likelihood of patients spending their final weeks or days in an institutional setting (Margolies, 2020).
Definition and benefits of advance care planning
One strategy for ensuring that end-of-life preferences and medical care wishes are met is to complete ACP. This involves making decisions in advance about the goals of care, the location of final days, and preferences for treatments and end-of-life care (U.S. National Library of Medicine, 2014). ACP discussions with family and physicians should result in decisions regarding the place of care (e.g., home or hospital), qualifications and training of the health care professionals who will provide the clinical care, and the goals of care (Hui et al., 2014). Specific ACP behaviors include obtaining information on the types of life-sustaining treatments that are available, deciding preferred types of treatment if one should be diagnosed with a life-limited illness, sharing end-of-life wishes with loved ones, and completing advance directives, which are legal documents enabling individuals to plan for and communicate end-of-life wishes (e.g. living will, durable power of attorney for health care), in the event that an individual may not be able to make or communicate such decisions in the future (National Hospice and Palliative Care Organization, 2020).
Completing ACP improves end-of-life medical care for patients by ensuring that patients’ wishes are established, documented, and followed (Detering et al., 2010). It also helps to improve the patient's quality of life at end-of-life and increases the proportion of patients who die at home under hospice care (Bischoff et al., 2013). Engaging in ACP allows patients to make collaborative health care decisions with their health-care providers and family members, gives patients a sense of control over their health-care decisions, reduces futile medical treatment and excess burden on patients and family members, helps to prevent unnecessary prolongation of the dying process, and reduces levels of emotional distress for family members (Coustasse et al., 2008; Vandervoort et al., 2014).
Although ACP has many benefits, many U.S. adults have not done it (Institute of Medicine, 2015). Regarding advance directives specifically, in the U.S., a range of 10–71% of adults has completed an advance directive, with the higher end of that range typically associated with older adults (California Health Care Foundation, 2012; McAfee et al., 2017; National Council on Aging, United Health Care, & USA Today 2014; Silveira et al., 2014). Only about a quarter of U.S. adults and half of U.S. senior adults report having their end-of-life medical wishes in a written document (The Kaiser Family Foundation, 2017). Regarding specific advance directives, a national study of U.S. adults revealed that only 36% of U.S. adults had completed a living will and 32% had completed a durable power of attorney for health care document (McAfee et al., 2017).
Discussing end-of-life wishes with family and loved ones is also a critical component of ACP. In a 2018 national survey of U.S. adults, 92% reported that it was important to talk to loved ones about end-of-life care; however, only 32% had actually done so (The Conversation Project, 2020). Furthermore, studies of U.S. adults show that 41–62% discuss end-of-life wishes with a loved one (California Health Care Foundation, 2012; McAfee et al., 2017; National Council on Aging, United Health Care, & USA Today 2014; The Kaiser Family Foundation, 2017). Even fewer have such discussions with their physicians. For example, a national study found that less than 20% of U.S. adults had discussed their end-of-life medical wishes with their physician (McAfee et al., 2017). The low prevalence of these conversations is likely a reflection of the taboo nature of talking about death in the U.S. Nearly 7 in 10 U.S. adults report that death is a subject that is generally avoided in society (The Kaiser Family Foundation, 2017).
Past research shows that Black and Hispanic populations engage in ACP at lower rates than White populations (Bischoff et al., 2013; McAfee et al., 2017). In one national study, 33% of White individuals had completed all three ACP behaviors including completing a living will, completing a durable power of attorney for health care, and discussing end-of-life wishes with loved ones, compared to 18% of Hispanic and 8% of Black individuals (McAfee et al., 2017).
Barriers to ACP completion for populations of color include institutional racism, lack of access to or infrequent utilization of care services, lack of knowledge, lack of awareness, low health literacy, and lower accessibility to advance directives (Carrion et al., 2013; Cohen et al., 2010; McAfee et al., 2017). For people of color, ACP decision making is often a family-centered process in which family members’ preferences are considered and valued even more than the choices of patients themselves (Mead et al., 2013). Such populations are more likely to consider family preferences and choices compared to White populations who often do not (Bullock, 2011; Hong et al., 2011).
A call to action
Despite all the benefits of ACP and a new urgency to complete it due to the current pandemic, many U.S. adults have not done so. Death education is sorely lacking in the general community. Furthermore, most palliative care and hospice education remains clinically oriented (Stillion & Attig, 2015). Even existing educational programs in the community tend to emphasize the benefits of palliative care and hospice but do not address the broader issues of bereavement, grief, mourning, and how to prepare for death (Stillion & Attig, 2015). Therefore, we recommend four broad action steps that would likely increase the rates of ACP completion in the U.S.
Recommendation 1
We recommend that death education be integrated into teacher preparation programs at all levels, including elementary, middle, and high school. The implementation of death education into college-level teacher preparation programs and into the curriculum of K-12 schools will require a revamping of the existing curriculum and a new awareness of the changing needs of children and adolescents. Young people need to be taught how to cope in healthy ways with losses that are an inevitable result of endings and transitions in life. Some may believe that teaching children and adolescents about death and dying is too scary for them. However, the prospect of children and teenagers being unprepared to cope with various types of loss in healthy ways is even scarier. A death education component in the school curriculum for all ages would normalize death, teach students how to prepare for various types of losses, and teach them how to cope with loss in healthy ways (Zitter, 2017).
Recommendation 2
We recommend that death education be incorporated in the undergraduate curricula of all U.S. institutions of higher education. Today, courses on death and dying are offered under many different titles, in many different colleges and departments, by a variety of colleges and universities (Corr, 2015). Unfortunately, many courses in death and dying and associated degree programs are still linked to the leadership of individuals rather than departments or colleges. Therefore, when a professor retires, that course or even the entire educational program may cease to be offered (Doka, 2015).
Making a death and dying class required for all college students, regardless of a student’s academic major, would provide them with many present and future benefits (Stillion & Attig, 2015). College students would likely become more “death accepting” and could be encouraged to complete ACP (Robinson et al., 2019). Furthermore, in most college/university settings, death and dying courses meet the requirements for interdisciplinary or other general education courses in the curriculum. Such courses provide vital learning and life skills to all students, no matter their major (Corr, 2016). Additionally, there is nothing in the college curriculum that compares to the importance, relevance, and applicability of concepts learned in a death and dying class, including the death-related attitudes and practices of U.S. culture, how to help family members or friends who are living with life-threatening illness (e.g. cancer), how to accept one’s own mortality, and how to cope in healthy ways with various types of loss and grief (e.g. betrayal of a friend, a breakup, divorce, loss of a social role, and death).
Recommendation 3
At both the undergraduate and graduate levels of medical education, future health care providers need better education in death and dying, end-of-life communication, and ACP. Many medical students report feeling ill prepared to address end-of-life issues with patients (Kelly & Nisker, 2010). A national study of U.S. internal medicine residency programs indicated that significant improvements in end-of-life education were needed (Cegelka et al., 2017). Although residency program directors in internal medicine recognized the importance and need for improvements (Edwards & Nam, 2018), they were often faced with the barriers of lack of time in the teaching schedule, lack of faculty members certified in hospice and palliative medicine, and lack of rotation sites/lack of preceptors with needed experience (Cegelka et al., 2017). Fortunately, many residency and fellowship programs are university-based. Most universities have experts in death and dying, bereavement, grief, mental health, and counseling who could provide important teaching to medical students, residents, and fellows. Furthermore, local palliative and hospice care organizations have medical directors and medical staff that are often willing to mentor and teach future health care providers and/or have their organization serve as a site for clinical rotations.
Lastly, professional organizations that accredit/reaccredit clinical training programs (e.g. Accreditation Council for Graduate Medical Education) should include specific curricular and training requirements regarding end-of-life competencies, sub-competencies, and teaching topics (Edwards & Nam, 2018). Government institutions, such as the U.S. Centers for Medicare & Medicaid Services and the CDC, should implement specific guidelines encouraging end-of-life discussions between health-care providers and patients (Gold & Ungerleider, 2020). Some physicians have even started sharing their own end-of-life wishes publicly to encourage their patients to complete ACP (Gold & Ungerleider, 2020). Staff members at institutions such as nursing homes and assisted living facilities, should also have these conversations with their residents/patients (Gold & Ungerleider, 2020).
Recommendation 4
Because most death education takes place at the college level or as part of a clinical training program, the general public receives little. Compounding this lack of death education is the fact that the topic of death and dying is infrequently talked about in the “public square.” Death has become a taboo subject much like the proverbial elephant in the room: Everyone knows it is there, but no one is willing to raise the issue (Corr, 2016).
Also contributing to the need for death education for the general public is that most adults in the U.S. have not graduated from college and would therefore not be exposed to a formal death education course as articulated in recommendations 1–3 above. According the U.S. Census Bureau (2018), 90% of U.S. adults over age 25 graduated from high school for the first time in history. However, only 34% of U.S. adults over age 25 have a college degree or higher (U.S. Census Bureau, 2018).
Therefore, considering the public’s lack of exposure to death education and the low rates of ACP, our fourth recommendation is to take death education to the people. We recommend that educators use a broad, public health approach to provide death education to adults in the general public (Fonseca & Testoni, 2011; Kellehear, 2015). Considering the challenges of the current pandemic, the most appropriate method of delivery for such classes would be distance/virtual learning. For example, educators could offer Massive Open Online Courses (MOOCs) to the lay public to engage them in accessible and collaborative learning (Tieman et al., 2018). MOOCs have been shown to increase death competence among learners and engage community members in meaningful discussions about death and dying (Miller-Lewis et al., 2020). Educators could also post interesting podcasts regarding death and dying and associated topics on their social media pages to further increase the lay public’s open and free access to death education content. In addition to virtual learning, once the pandemic subsides or when people are able to gather more safely, community events such as Death over Dinner events in which community members gather to discuss topics related to mortality over dinner, could be implemented, as these events have been shown to decrease reservations toward ACP among young adults (Mroz et al., 2020).
Conclusion
The COVID-19 pandemic has increased people’s exposure to and awareness of hospitalizations and deaths among families, friends, and members of the community. However, U.S. Americans are not well prepared to handle COVID-19 related hospitalizations and deaths. Hence, the current pandemic has created a new urgency for ACP. Many individuals are not comfortable discussing death and dying or completing ACP, and the low rates of completion of ACP in the U.S. underscore the need for more death education of the public. We exhort parents, teachers, college students, death and dying educators, policy makers, and educational leaders to rally behind our recommendations and help us advocate for increased death education for all Americans in the United States.
References
- Bischoff, K. E., Sudore, R., Miao, Y., Boscardin, W. J., & Smith, A. K. (2013). Advance care planning and the quality of end-of-life care in older adults. Journal of the American Geriatrics Society, 61(2), 209–214. https://doi.org/10.1111/jgs.12105 [Crossref], [PubMed], [Web of Science ®], [Google Scholar]
- Bullock, K. (2011). The influence of culture on end-of-life decision making. Journal of Social Work in End-of-Life & Palliative Care, 7(1), 83–98. https://doi.org/10.1080/15524256.2011.548048 [Taylor & Francis Online], [Google Scholar]
- California Health Care Foundation. (2012).Final chapter: Californians’ attitudes and experiences with death and dying. https://www.chcf.org/publication/final-chapter-californians-attitudes-and-experiences-with-death-and-dying/ [Google Scholar]
- Carrion, I. V., Nedjat-Haiem, F. R., & Marquez, D. X. (2013). Examining cultural factors that influence treatment decisions: A pilot study of Latino men with cancer. Journal of Cancer Education, 28(4), 729–737. https://doi.org/10.1007/s13187-013-0522-9 [Crossref], [PubMed], [Web of Science ®], [Google Scholar]
- Cegelka, D., Jordan, T. R., Sheu, J. J., Dake, J., & Assaly, R. (2017). End-of-life training in US internal medicine residency programs: A national study. Journal of Medical Education and Training, 1(6), 1–30. [Google Scholar]
- Center of Infectious Disease Research and Policy. (2020). Episode 7: Pandemic wave scenarios. https://www.cidrap.umn.edu/covid-19/podcasts-webinars/episode-7 [Google Scholar]
- Centers for Disease Control and Prevention. (2020a). CDC confirms possible instance of community spread of COVID-19 in U.S. https://www.cdc.gov/media/releases/2020/ [Google Scholar]
- Centers for Disease Control and Prevention. (2020b). COVIDView. https://www.cdc.gov/coronavirus/2019-ncov/covid-data/covidview/index.html [Google Scholar]
- Centers for Disease Control and Prevention. (2020c). Weekly updates by select demographic and geographic characteristics. https://www.cdc.gov/nchs/nvss/vsrr/covid_weekly/index.htm#Race_Hispanic. [Google Scholar]
- Cohen, M. J., McCannon, J. B., Edgman-Levitan, S., & Kormos, W. A. (2010). Exploring attitudes toward advance care directives in two diverse settings. Journal of Palliative Medicine, 13(12), 1427–1432. https://doi.org/10.1089/jpm.2010.0200 [Crossref], [PubMed], [Web of Science ®], [Google Scholar]
- Corr, C. A. (2015). Death education at the college and university level in North America. In J. M. Stillion, & T. Attig, (Eds.), Death, dying and bereavement: Contemporary perspectives, institutions and practice (pp. 207–219). Springer Publishing. [Google Scholar]
- Corr, C. A. (2016). Teaching about life and living in courses on death and dying. OMEGA Journal of Death and Dying, 73(2), 174–187. https://doi.org/10.1177/0030222815575902 [Crossref], [Web of Science ®], [Google Scholar]
- Coustasse, A., Quiroz, T., & Lurie, S. G. (2008). To the bitter end: Disparities in end-of-life care. Journal of Hospital Marketing & Public Relations, 18(2), 167–185. https://doi.org/10.1080/15390940802232473 [Taylor & Francis Online], [Google Scholar]
- Detering, K. M., Hancock, A. D., Reade, M. C., & Silvester, W. (2010). The impact of advance care planning on end of life care in elderly patients: Randomized controlled trial. BMJ, 340, c1345. https://doi.org/10.1136/bmj.c1345 [Crossref], [PubMed], [Web of Science ®], [Google Scholar]
- Doka, K. J. (2015). Hannelore Wass: Death education-an enduring legacy. Death Studies, 39(9), 545–548. https://doi.org/10.1080/07481187.2015.1079452 [Taylor & Francis Online], [Web of Science ®], [Google Scholar]
- Edwards, A., & Nam, S. (2018). Palliative care exposure in internal medicine residency education: A survey of ACGME internal medicine program directors. The American Journal of Hospice & Palliative Care, 35(1), 41–44. https://doi.org/10.1177/1049909116687986 [Crossref], [PubMed], [Web of Science ®], [Google Scholar]
- Fonseca, L. M., & Testoni, I. (2011). The emergence of thanatology and current practice in death education. Omega, 64(2), 157–169. https://doi.org/10.2190/om.64.2.d [Crossref], [PubMed], [Web of Science ®], [Google Scholar]
- Gold, J., Ungerleider, S. (2020). It's time to get serious about end-of-life care for high-risk coronavirus patients. Time. https://time.com/5812073/endof-life-coronavirus/ [Google Scholar]
- Grimm, C. A. (2020). Hospital experiences responding to the COVID-19 pandemic: Results of a national pulse survey March 23–27, 2020. Office of Inspector General at the U.S. Department of Health and Human Services. https://oig.hhs.gov/oei/reports/oei-06-20-00300.pdf [Google Scholar]
- Hong, M., Casado, B. L., & Harrington, D. (2011). Validation of Korean versions of the Lubben social network scales in Korean Americans. Clinical Gerontologist, 34(4), 319–334. [Taylor & Francis Online], [Web of Science ®], [Google Scholar]
- Hui, D., Nooruddin, Z., Didwaniya, N., Dev, R., De La Cruz, M., Kim, S. H., Kwon, J. H., Hutchins, R., Liem, C., & Bruera, E. (2014). Concepts and definitions for “actively dying,” “end of life,” “terminally ill,” “terminal care,” and “transition of care”: A systematic review. Journal of Pain and Symptom Management, 47(1), 77–89. https://doi.org/10.1016/j.jpainsymman.2013.02.021 [Crossref], [PubMed], [Web of Science ®], [Google Scholar]
- Institute of Medicine (2015). Dying in America: Improving quality and honoring individual preferences near the end of life. The National Academies Press. [Google Scholar]
- Johns Hopkins University and Medicine. (2020a). COVID-19 dashboard by the Center for Systems Science and Engineering (CSSE) at Johns Hopkins University (JHU). https://coronavirus.jhu.edu/map.html. [Google Scholar]
- Johns Hopkins University and Medicine. (2020b). Coronavirus Resource Center. https://coronavirus.jhu.edu/. [Google Scholar]
- Kellehear, A. (2015). Death education as a public health issue. In J. Stillion & T. Attig (Eds.), Death, dying and bereavement: Contemporary perspectives, institutions and practices (pp. 221–232). Springer Publishing Co. [Google Scholar]
- Kelly, E., & Nisker, J. (2010). Medical students’ first clinical experiences of death. Medical Education, 44(4), 421–428. https://doi.org/10.1111/j.1365-2923.2009.03603.x [Crossref], [PubMed], [Web of Science ®], [Google Scholar]
- Kissler, S. M., Tedijanto, C., Goldstein, E., Grad, Y. H., & Lipsitch, M. (2020). Projecting the transmission dynamics of SARS-CoV-2 through the post-pandemic period. Science, 368(6493), 860–868. [Crossref], [PubMed], [Web of Science ®], [Google Scholar]
- Margolies, J. (2020, May 12). As death toll in nursing homes climbs, calls to redesign them grow. The New York Times. https://www.nytimes.com/2020/05/12/business/nursing-homes-coronavirus.html. [Google Scholar]
- McAfee, C. A., Jordan, T. R., Sheu, J. J., Dake, J. A., & Kopp Miller, B. A. (2017). Predicting racial and ethnic disparities in advance care planning using the Integrated Behavioral Model. OMEGA – Journal of Death and Dying, 78(2), 335–347. https://doi.org/10.1177/0030222817691286 [PubMed], [Google Scholar]
- Mead, E. L., Doorenbos, A. Z., Javid, S. H., Haozous, E. A., Alvord, L. A., Flum, D. R., & Morris, A. M. (2013). Shared decision-making for cancer care among racial and ethnic minorities: A systematic review. American Journal of Public Health, 103(12), e15–e29. https://doi.org/10.2105/AJPH.2013.301631 [Crossref], [PubMed], [Web of Science ®], [Google Scholar]
- Miller-Lewis, L., Tieman, J., Rawlings, D., Parker, D., & Sanderson, C. (2020). Can exposure to online conversations about death and dying influence death competence? An exploratory story within an Australian Massive Open Online Course. OMEGA – Journal of Death and Dying, 81(2), 242–271. https://doi.org/10.1177/0030222818765813 [Crossref], [PubMed], [Web of Science ®], [Google Scholar]
- Moore, S., Jones-Eversley, S., Tolliver, W., Wilson, B., & Jones, C. (2020). Six feet apart or six feet under: The impact of COVID-19 on the Black community. Death Studies. https://doi.org/10.1080/07481187.2020.1785053 [Taylor & Francis Online], [Web of Science ®], [Google Scholar]
- Mroz, E., Bluck, S., & Smith, K. (2020). Young adults’ perspectives on advance care planning: Evaluating death over dinner initiative. Death Studies. https://doi.org/10.1080/07481187.2020.1731015 [Taylor & Francis Online], [Web of Science ®], [Google Scholar]
- Mulrow, J., Doherty, C. L., Bernacki, G., Kirkpatrick, J. M. W., Alexander, K. P. R., & Goodlin, S. (2020). Palliative care considerations for patients with cardiovascular disease under COVID-19. American College of Cardiology. www.acc.org/latest-in-cardiology/articles/2020/04/09/12/42/palliative-care-considerations-for-patients-with-cardiovascular-disease-under-coronavirus-disease-2019-covid-19. [Google Scholar]
- National Council on Aging, United Health Care, & USA Today. (2014). The United States of aging survey. http://www.ncoa.org/assets/files/pdf/united-states-of-aging/2014-survey/USA14-Full-Results-Report.pdf [Google Scholar]
- National Hospice and Palliative Care Organization. (2020). Advance care planning. https://www.nhpco.org/patients-and-caregivers/advance-care-planning/advance-directives/ [Google Scholar]
- Robinson, E. L., Hart, B., & Sanders, S. (2019). It’s okay to talk about death: Exploring the end-of-life wishes of healthy young adults. Death Studies, 43(6), 389–396. https://doi.org/10.1080/07481187.2018.1478913 [Taylor & Francis Online], [Web of Science ®], [Google Scholar]
- Silveira, M. J., Wiitala, W., & Piette, J. (2014). Advance directive completion by elderly Americans: A decade of change. Journal of the American Geriatrics Society, 62(4), 706–710. https://doi.org/10.1111/jgs.12736 [Crossref], [PubMed], [Web of Science ®], [Google Scholar]
- Stanford School of Medicine. (2020). Palliative care: Where do Americans die? https://palliative.stanford.edu/home-hospice-home-care-of-the-dying-patient/where-do-americans-die/. [Google Scholar]
- Stillion, J. M., & Attig, T. (Eds). (2015). Death, dying, and bereavement: contemporary perspectives, institutions, and practices. Springer Publishing Company. [Google Scholar]
- The Conversation Project. (2020). Your conversation starter kit. https://theconversationproject.org/wp-content/uploads/2017/02/ConversationProject-ConvoStarterKit-English.pdf. [Google Scholar]
- The Kaiser Family Foundation. (2017). Views and experiences with end-of-life medical care in the U.S. https://www.kff.org/other/report/views-and-experiences-with-end-of-life-medical-care-in-the-u-s/ [Google Scholar]
- Tieman, J., Miller-Lewis, L., Rawlings, D., Parker, D., & Sanderson, C. (2018). The contribution of a MOOC to community discussions around death and dying. BMC Palliative Care, 17(31), 1–16. [Google Scholar]
- U.S. Census Bureau. (2018). US Census: Americans are more educated than ever before. https://learningenglish.voanews.com/a/us-census-bureau-americans-are-more-educated-than-ever-before/4546489.html [Google Scholar]
- U.S. National Library of Medicine. (2014). End of life issues. http://www.nlm.nih.gov/medlineplus/endoflifeissues.html [Google Scholar]
- Vandervoort, A., Houttekier, D., Vander Stichele, R., van der Steen, J. T., & Van den Block, L. (2014). Quality of dying in nursing home residents dying with dementia: Does advanced care planning matter? A nationwide postmortem study. PLOS One, 9(3), 1–8. https://doi.org/10.1371/journal.pone.0091130 [Crossref], [Web of Science ®], [Google Scholar]
- Virdun, C., Luckett, T., Lorenz, K., Davidson, P. M., & Phillips, J. (2017). Dying in the hospital setting: A meta-synthesis identifying the elements of end-of-life care that patients and their families describe as being important. Palliative Medicine, 31(7), 587–601. https://doi.org/10.1177/0269216316673547 [Crossref], [PubMed], [Web of Science ®], [Google Scholar]
- Wakam, G. K., Montgomery, J. R., Biesterveld, B. E., & Brown, C. S. (2020). Not dying alone – modern compassionate care in the Covid-19 pandemic. The New England Journal of Medicine, 382(24), e88. https://doi.org/10.1056/NEJMp2007781 [Crossref], [PubMed], [Web of Science ®], [Google Scholar]
- Zitter, J. N. (2017). First, sex ed. then death ed. The New York Times. https://www.nytimes.com/2017/02/18/opinion/sunday/first-sex-ed-then-death-ed.html. [Google Scholar]