OverviewIn this journal activity, you will review a case study focused on the later stages of life. You will explore perspectives on death and dying through the research of Elisabeth Kübler-Ross and address the role of cultural competence across the life span. You will have the opportunity to explore these topics and how they apply to you.After 20 empowering years of working with geriatric patients as a caseworker, Jamie has decided to transfer her extensive knowledge and expertise in working with this population to the hospice care setting. Beginning this week, Jamie will be working in an urban center with a demographically diverse mix of individuals from various ethnic, social, and cultural backgrounds. Jamie’s reason for making this change is simple: She believes that we each have so much to learn from a person’s unique attitudes, beliefs, values, and wisdom—especially from those in the final years of their lives. Jamie also believes that our cultural values have a direct impact on our notion of death; some customs frame death as a transition into another existence, whereas others believe that we continue to have a spiritual relationship with our deceased loved ones long after they are gone. In other cultures, death is viewed as an event that is, in no uncertain terms, final.In her first assignment, Jamie is grateful to meet Jackie, a 75-year-old Thai female who has recently been diagnosed with terminal (stage 4) breast cancer. Jackie is divorced and lives with her 50-year old daughter. Jackie’s daughter has been very supportive throughout her cancer diagnosis, transporting Jackie to her medical appointments and helping with her personal care needs. Since her divorce, Jackie has not been in an intimate relationship because she did not feel confident that she would ever find a suitable partner. As a practicing Buddhist, Jackie believes that her divorce was necessary in order for her to live her remaining years in peace, a decision that she feels has significantly improved her sense of life satisfaction.ScenarioUp until her diagnosis, Jackie worked part-time as a teacher’s aide in her granddaughters’ elementary school; however, she stopped working six months ago due to feeling exhausted by her chemotherapy. As she prepares to enter hospice care with only months to live, Jackie feels full of despair about her lack of mobility and independence. As she reflects on her life, Jackie is proud that she raised a good daughter and that she left a dysfunctional marriage; however, she feels some degree of regret for not having given back to society in a meaningful way. Lastly, although she practices Buddhism, Jackie is now questioning the idea that death leads to rebirth. As Jackie increasingly believes in the finality of death, she views life as short, fleeting, precious, and something that no one should ever take for granted.As a valued member of the multidisciplinary health care team, Jamie is on a mission to apply the following theories, models, and concepts to support Jackie and her daughter throughout Jackie’s end-of-life experience: Kübler-Ross’s stages of grief, Erik Erikson’s stages of psychosocial development, and the Model of Transcultural Health and Cultural Competence (Papadopoulos, Tilki, & Taylor, 1998).ReferencesPapadopoulos, I., Tilki, M., & Taylor, G. (1998). Transcultural care: A guide for health care professionals. Wiltshire, UK: Quay Books.PromptThe following resource supports your work on the activity:Module Four Activity TemplateFor this journal activity, in order to better understand perspectives of death and dying, you will read the case study presented in the scenario and thoughtfully apply theory to complete the Module Four Activity Template. In the template, you must address each of the following rubric criteria with a minimum of 2 to 5 sentences.Describe which of Kübler-Ross’s stages of grief are most applicable to Jackie’s situation. Explain your response.Explain how a person experiences Kübler-Ross’s stages of grief. Address the following in your response:Does a person move through the stages in a linear fashion?What have you read or experienced about grief to support your answer?Explain why having a sense of cultural competence (empathy, respect, self-awareness, cultural awareness, communication) could help Jamie be a more effective caregiver.Given your unique needs, desires, and aspirations, describe some things that you feel will provide you with a sense of life satisfaction as you enter the later stages of the life span.Guidelines for SubmissionSubmit your completed Module Four Activity Template. Sources should be cited according to APA style.

1 - Carrie1976 film (98 minutes) of the same name. The original, a sensitive young girl, bullied by her high school classmates, finally has a memorable, gory meltdown at the prom! With John Travolta, directed by Brian DePalma from the Stephen King novel. Can stream on Amazon Prime. Also look at Carrie novel for questions that ask about specific pages from novel and questions about the novel. (Just to understand the questions well enough)1. Why is Carrie’s mother so obsessed with Sin of Intercourse and the Curse of Blood? What does that have to do with her past?2. The final line of the Carrie is “As she felt the slow course of dark menstrual blood down her thighs.” Why might the novel end with that event?2 - Salem’s LotView original film. ‘Salem’s Lot (1975). TV mini-series Salem’s Lot 1973 (183 minutes). Original available on streaming services YouTube, Amazon Prime and others. Also look at Salem's Lot novel for questions that ask about specific pages from novel and questions about the novel. (Just to understand the questions well enough)1. According to ‘Salem’s Lot, what is the sequence of events/reactions when a character is bitten by a vampire? 2. What is the relationship between Father Callahan’s thoughts on pp. 239-40 [“I want to lead a division . . . into battle against evil”–for example] and what happens to him on pp. 534-42, 549-50? 3 - The ShiningRead the novel, view the original film just to understand the questions well enough)1. What is the function/role of Chapter 7 (In Another Bedroom)? What does it contribute to the story line? Why might it be placed here in the novel? 2. Jack’s relationship with his student George is treated at some length in the novel (but not in the film). What is the role of George in the story and why might King treat it at such length? 4 - Gerald’s Game Read the novel, view the original film just to understand the questions well enough)1. The book and the narrator insist on a connection between her life/marriage to Gerald and her experience during the eclipse with her father. Why? What is the connection?2. At the end of Chapter 34 Jesse has passed out in her car. In Chapter 35 we are much further into the aftermath and her recovery. From a story telling point of view why is the rescue “jumped over” and why does Jesse write the letter to Ruth?*** IMPORTANT There are other resources that I have that I can personally send to you if you need to help fully answer each of these questions. If you are looking for a specific resource please do not hesitate to ask and I will what I can send to help you fully answer the questions besides the books and novels related to each of the questions, I want these questions answered fully to the best of your ability.