← Common Core coursesBMS 119 · Medical Sociology and Anthropology
BMS 119 · Common Core (Tronc commun)Section 4.3 · Culture, illness, death and care
Section 15 of 16

Culture, death, dying and bereavement

Describe how culture shapes the definition of death, the disclosure of a terminal diagnosis, the place of death and the rituals of mourning, and apply that understanding to the nursing care of the dying person, the family and the body after death.

New to this course? How each section works
  1. Learn gives you one short idea at a time. Each idea starts with a single sentence, then explains it, gives an example, and asks you a small question you can answer straight away.
  2. Explore shows a diagram of the same ideas. Click the numbered parts to read what each one is.
  3. Check asks a few questions. Answer them all correctly to finish the section and unlock the next one.
  4. “Go deeper” is optional. It adds mechanism and extra detail for when you are ready — nothing you need for the checks is hidden there.
Why this matters

Every nurse will one day stand beside a dying person, and every one of those deaths will be handled by rules the nurse did not write. Some families will ask you to say nothing to the patient; others will insist that he be told today. Some will want the body home before dawn; others will call a mutual-aid society to carry it hundreds of kilometres. Some will mourn loudly and publicly for a year, others in silence. None of this is disorder: it is culture making a death survivable. A nurse who reads these differences as ignorance, or who applies to a patient a sequence of stages he has never heard of, adds suffering at the worst possible moment. A nurse who asks, listens and adapts turns a frightening event into care.

What you need to know first

You need no clinical experience of death. If you have ever sat in a mourning house, attended a wake or helped at a funeral, you already know more than you think; this section will give you words for what you saw.

Words to know (5)
Dying role
The set of expectations a society places on a person known to be dying: how he should feel, speak and prepare, and how others should treat him. In one family the dying father is expected to bless each child in turn; in another he is protected from all news.
Bereavement
The objective fact of having lost someone through death — the condition a person is in, whatever he feels about it. A woman whose husband died last month is bereaved whether she weeps or works without stopping.
Grief
The private inner response to a loss: feelings, thoughts, bodily sensations and changed behaviour, which no one else can see completely. A man grieves quietly by wearing his brother’s watch and saying nothing to anyone.
Mourning
The public, shared and culturally prescribed expression of a loss: what one wears, does, avoids and for how long, and how the community must behave. A widow wears black for a year and avoids celebrations; the mourning is visible to the whole quarter.
Last offices
The respectful nursing care given to the body immediately after death, and the arrangements made for identification, the family and the mortuary. Before last offices, the nurse asks the family who should wash the body and whether prayer must come first.
One idea at a timeIdea 1 / 7

In one sentence Health systems and families do not always place the moment of death at the same point, and nursing must work with both readings.

Death has more than one definition

Hospitals generally define death as the irreversible loss of function of the whole brain, brainstem included; a ventilator can keep the heart beating after that point, so the older criterion of a stopped heart no longer settles the question. Many families, by contrast, understand death as an event of the person and the community, not of an organ. Where the dead are believed to join the ancestors, a person may be considered gone only after the rite that separates the living from the dead, sometimes days later. Some societies also practise a kind of social death: a person who is gravely ill, demented or excluded may be spoken of in the past tense, and removed from decisions, while still alive. Nursing has to hold both readings at once — what the monitor and the law call death, and what the family calls death — because the family’s reading decides who may be present and when the body may be touched.

For example

A family refuses to consent to withdrawing the ventilator of a man declared brain-dead, because his spirit has not yet left and must be prayed over for two days.

Pause and check yourself

A patient has been declared brain-dead and the family says he is not dead yet. Should the nurse treat the family as mistaken?

Show the answer

No. The nurse should hold both readings: explain what the clinical declaration means, and ask what the family understands by death and what must be done before the body is treated as a body. The disagreement usually concerns the rite that separates the dead from the living, not the functioning of the brain.

Read detailed explanations
Truth-telling as a process: awareness contexts in the dying trajectory

The sociology of dying begins with two American researchers, Barney Glaser and Anselm Strauss, who observed hospital wards and published Awareness of Dying in 1965 and Time for Dying in 1968. Instead of asking whether patients should be told, they asked what actually happens between the people in the room, and they named four awareness contexts. In closed awareness the patient does not know he is dying while the staff and often the family do. In suspected awareness he suspects but cannot confirm it. In mutual pretence everyone knows, and everyone acts as though nobody does; the patient, the relatives and the nurses co-operate in a performance maintained to protect one another. In open awareness the dying person and those around him acknowledge the situation and can speak about it. Glaser and Strauss showed that these are not fixed states but a trajectory: awareness moves as the illness advances, as symptoms become unmistakable, as a relative breaks down, or as a nurse answers a direct question honestly. They also showed that the staff organise concealment through small routines — the file kept away from the bed, the conversation in the corridor, the code word for cancer — and that these routines are heavy work, because they require everyone to remember what has been said to whom. The nursing use of the model is practical and does not depend on any one ethics. First, treat awareness as negotiated, not as a fact to be established once. Second, find out who knows what, because a nurse who assumes open awareness may destroy a family’s arrangement in one sentence, and a nurse who assumes closed awareness may leave a patient who is asking to be told alone with his fear. Third, remember that the WHO position on palliative care treats communication as part of the care itself, not as an administrative step before it, and that the approach relieves psychological and spiritual suffering alongside pain. When the family-silence convention is strong, the negotiation is not about whether to lie — no nurse invents a diagnosis — but about pacing and permission: who will be present, what words will be used, what the patient has asked to know, and what may be said if he asks directly. That agreement belongs in the record, because the next shift will otherwise contradict it.

Why grief is not a ladder: the evidence against stage models

The stage model is used far more often for bereavement than for dying, and it is weakest there. Kübler-Ross based hers on interviews with dying patients, not on a study of the bereaved, yet a generation of carers learned to expect the widow to pass from denial to acceptance in order, and to worry about anyone who did not.

The criticisms are of three kinds. The first is conceptual: the model turns descriptive reactions into prescriptive phases, and it says nothing about the tasks a bereaved person actually has to perform — arranging a funeral, telling the children, finding money, taking over a farm, answering the door. The second is empirical. A much-cited study by Maciejewski and colleagues, published in 2007, followed bereaved people over time and found that yearning and acceptance were the most prominent experiences and that disbelief, anger and depression were comparatively mild and appeared early; the neat sequence did not hold. Research has also shown that most bereaved people function reasonably well and that a minority develop prolonged, disabling grief that needs treatment, which is a question of severity and duration rather than of stage.

The third criticism is cultural: the sequence assumes that the goal of mourning is to accept the death and detach from the dead person. Many communities teach the opposite — that the relationship continues, that the dead remain members of the family who are consulted, fed and named, and that the task of the living is to keep the bond in the right form.

Two frameworks replaced the ladder in clinical teaching. The dual-process model of Margaret Stroebe and Henk Schut, proposed in 1999, describes grieving as an oscillation between loss-oriented coping, in which the person confronts the death and his feelings about it, and restoration-oriented coping, in which he rebuilds daily life, learns new roles and takes distance for a while. Both directions are necessary and the movement between them is the process, not a failure of it. The continuing-bonds approach, developed by Klass, Silverman and Nickman in 1996, argues that maintaining a relationship with the deceased is normal and often helpful rather than a sign of unresolved grief. For nursing this changes the assessment. Instead of asking which stage the person is in, ask whether he is sleeping and eating, whether he can look after the children, whether he has someone to talk to, whether he is safe, and whether the intensity is lasting and disabling. And never pathologise the practice of talking to the dead, keeping a photograph, or pouring a libation: in many traditions that is exactly what a proper mourning requires.

Rites of passage: what mourning rituals actually do

Mourning practices are not decorations around a biological event; they are a technology for moving people from one social state to another, and anthropology has described how they work. Arnold van Gennep, in The Rites of Passage (1909), showed that such ceremonies have three phases: separation, in which the person is detached from his former position; liminality, the in-between period in which ordinary rules are suspended; and reincorporation, in which he re-enters society in a new status. Robert Hertz, writing in 1907 on secondary burial in Indonesia, added the observation that the corpse is treated as dangerous and impure until it has been transferred to the land of the dead, which is why the living must be separated from it for a time. Émile Durkheim made the sociological point in The Elementary Forms of Religious Life (1912): mourning is a duty imposed by the group, not simply a private feeling, and the collective ceremonies restore the solidarity that the death has damaged.

Read these mourning practices through these three ideas and they become legible. Wake-keeping is a liminal vigil: ordinary time is suspended, the body is accompanied, and the death is announced to the whole community. The mourning period is liminality for the survivors: dress, shaved hair, abstention from work, festivals or sexual relations mark them as neither their old selves nor yet ordinary members. Widow rites belong to both the liminal and the reincorporation phase — seclusion, washing and head-shaving separate her from the dead husband, and the closing ceremony releases her to marry again. Cleansing of the house, the sweeping out of the death and the washing of the body belong to the same logic of removing dangerous contact. Burial societies are the modern, monetary form of the same solidarity: they collect contributions, buy the coffin, transport the corpse and feed the guests, so that the group, not the isolated household, carries the cost.

Two warnings follow for nursing. The first is that the same rite can heal or harm. Support and reintegration are not the whole story; widow inheritance, forced sexual cleansing, the seizure of a widow’s property and obligations that keep a sick person from treatment are real harms, and the nurse names the harm without treating the whole tradition as worthless — the test is whether the practice protects or destroys health. The second warning is against stereotyping. These practices vary by ethnic group, region, church, generation and town or village, and they also vary with the kind of death: a death in old age after a full life is usually honoured with a large funeral, while a suicide, a maternal death or the death of a young person may be considered a bad death and handled quietly, sometimes without a wake at all. A family’s name predicts none of this. Ask what they must do, who must do it, and by when — and then make the ward fit that answer as far as safety allows.

Last offices and the care of the body, the family and the team

WHO frames palliative care as an approach that improves the quality of life of patients and families facing life-threatening illness, by preventing and relieving suffering through early identification and correct assessment of pain and of physical, psychosocial and spiritual problems; it explicitly includes bereavement support and makes no distinction between the care given before death and the care owed afterwards. The scale of the need is the argument for taking it seriously in every setting: an estimated 56.8 million people need palliative care each year and only about 14 per cent receive it, most of them in low- and middle-income countries, where almost half of the children needing it live in Africa; around 80 per cent of patients with cancer or AIDS and about 67 per cent of those with cardiovascular or chronic respiratory disease experience moderate to severe pain at the end of life; and restricted access to morphine is one reason.

World Health Assembly resolution WHA67.19 in 2014 asked member states to treat palliative care as a core component of health systems, with emphasis on primary and community care.

Last offices are where that promise is tested on the body in front of you. The clinical sequence is short and must be exact: confirm and time the death, inform the doctor so that certification and the death certificate can proceed, and record it. Then, before touching the body, ask the family what their obligations require. In many traditions specific relatives must wash and prepare the body, prayer must precede any handling, the body must be laid in a particular orientation, or certain people — a widow, a pregnant woman, a child — must not see or touch it. Some families will want to carry out the washing and dressing themselves and need only privacy, water and time. Where the nurse performs last offices, the standard of dignity is the same as for a living patient: close the eyes and mouth, lay the body flat with the arms at the sides, remove intravenous lines, catheters, drains and nasogastric tubes, clean and dress wounds, replace soiled linen, and cover the body with a shroud so that no one sees it uncovered except those who must. Apply the identification band or label and check it aloud, and whenever possible in the presence of a second person. Return jewellery, clothing and money to the family against a written record, and note who received them.

Give the family unhurried time with the body before it goes to the mortuary, and tell them what will happen next, in order and in plain words. Two further duties are easily forgotten. The first is legal and cannot be delegated to the family: any death that is sudden, violent, unexplained, or occurred within the statutory period after admission may require notification to the police or the district officer before the body is moved, and the nurse must know the local rule. The second is the nurse’s own grief. Repeated deaths in a busy ward accumulate, and a short structured debrief — what happened, what was difficult, who needs support — protects both the nurse and the next patient. Children in the family should not be lied to: they are usually told something, and the something they are told is usually worse than the truth spoken simply.

Explore the diagram

Look at the whole drawing first. Then select one numbered part and connect it to the idea you just read.

Culture, death and care

Select each numbered concept to connect the short caption with its explanation. Arrows name a relationship; unconnected panels compare ideas rather than mark compulsory stages.

New to diagrams? Read this first
  1. Look at the whole drawing once without clicking anything. Ask yourself only: what kind of picture is this (a comparison, a route, a sequence, a table)?
  2. Press Play, or use the arrows, to move through the numbered parts in order. The drawing stays still; only the highlight moves.
  3. Click a number, or its name in the list below, to read what that part is and why it matters. Use “Hide labels” when you want to test your memory.
More controls
100%

01 / 5What counts as death

Culture, death and careSelect each numbered concept to connect the short caption with its explanation. Arrows name a relationship; unconnected panels compare ideas rather than mark compulsory stages.What counts as deathClinical determination andsocial meanings of death aredifferent questions.Announcing thediagnosisAsk what the person wishes toknow and whom they wish toinvolve.The place of deathPreferences, support andavailable care influencewhere dying occurs.Rituals and mourningRitual and mourning varywithin groups as well asbetween them.Care after deathRespect wishes and explainconstraints; arrange safe,dignified care.

If the drawing is wider than this panel, scroll it sideways. Labels stay readable; the numbered explanations below show the same ideas.

What counts as death

Clinical determination of death uses applicable protocols, including circulatory or neurological criteria according to the circumstances. Cultural and religious meanings concern a different question: how the person’s death is understood and marked. Ask about wishes and rituals while following the responsible clinician’s determination and local procedures. This diagram explains social meanings; it does not teach how to certify death.

Teaching schematic, not a clinical protocol. Social meanings do not replace clinical determination, patient preferences or local procedures.

Key points to remember

  • Death itself is defined differently: clinical brain death, social death, and the rite that separates the dead from the living may not coincide.
  • Whether a terminal diagnosis is told, and to whom, follows cultural rules about autonomy and family authority; silence changes what the patient can ask.
  • The place of death and the presence of kin carry meaning; nursing plans the place, teaches home care and prepares the family for the moment of death.
  • Bereavement, grief and mourning are different things; mourning is public, taught and useful, and it does not always match what the person feels.
  • Wake-keeping, mourning periods, widow rites, cleansing and mutual-aid societies organise death collectively; some obligations support and some harm, and the nurse asks rather than assumes.
  • The five stages are neither linear nor universal; nurses must not impose them, grade the dying or mistake a group label for a person.
Go deeper

Worked example

When a family asks you to hide the diagnosis. Mr B., 58, has metastatic cancer and is breathless and weak. His daughter takes you aside at the door: “Doctor must not tell him. If he knows, he will die faster. Tell him it is an ulcer.” Inside the room, Mr B. is awake and asks you what the scan showed.

  1. Do not answer yes or no at the door. Name the fear you have just heard — “you are afraid this news will kill him” — and let the daughter correct you. The request is usually protection, and it needs to be received before it is negotiated.
  2. Find out what the patient wants to know and who normally receives news in this family. Ask him, in simple words, what he understands about his illness and how much he wants to be told. Ask who usually speaks for the household.
  3. Explain the limits honestly. No member of the team will invent a diagnosis, but the announcement can be paced: the doctor says what the patient asks to know, in the family’s presence, and the family decides who else is told and when.
  4. Agree and record the plan. Note who knows what, who is the family spokesperson, and what the patient has been told, so that the next shift does not contradict it. Offer the daughter support for her own distress: she is losing her father and carrying the news.

The dilemma was never “truth or family”. It was three people in one room with three different fears, and the nurse’s work was to slow the moment down, find out who wanted what, and build an announcement everyone could live with. The patient was told what he asked, the family was not deceived, and the plan was written so it would hold on the next shift.

Common misconception

A widespread beginner error is to believe that the five stages are a real clinical sequence, so that a patient who is angry is “at stage two” and a patient who never mentions his diagnosis is “in denial that must be worked through”. Kübler-Ross described common reactions, and later research found no fixed order and no universal path; a person may show none of them, several at once, or move backwards. The error matters because it turns the nurse into an examiner who grades the dying: the angry patient is avoided, the quiet patient is confronted, and the family is told it has not yet “accepted”. A second, quieter error follows from the same habit — assuming that a family’s group label tells you what this family believes, so that “their culture” is used to predict instead of to ask. Both errors replace the individual in front of you with a template.

Check your reasoning

Think of a death you have witnessed, in your family or on a ward. What did the family do that seemed strange to you at the time, and what would you have to ask to understand it? Then name one thing you assumed about a group before you knew the person.

Reveal an answer

Most of what looked strange turns out to be a duty someone had to perform: the body had to be washed by a particular relative, a widow had to be absent from the burial, a period of mourning had to be observed before ordinary life resumed. The question that opens the meaning is almost always the same — “what must be done for this death to be handled properly, and who must do it?” The second half of the exercise is harder, because the assumptions we carry about groups are usually inherited and feel like knowledge. Naming them, and then checking them against the one family in front of you, is the discipline this section asks for.

Where this comes from

  • WHO — Clinical criteria for the determination of death · technical consultation on circulatory and neurological criteria; used to distinguish clinical determination from social meanings in the teaching diagram. English; optional online reference.
  • BMS 119 curriculum outline (Semester 1, Common Core) · no lecture notes were supplied for BMS 119. Section built from the official outline item L2 — “Anthropology: 2.1 distinguish beliefs/customs and innate/acquired influences, 2.2 apply cultural understanding to illness/death care”.
  • WHO — Palliative care (fact sheet) · definition of palliative care, the estimate that 56.8 million people need it each year and only about 14 per cent receive it, the pain figures at the end of life, the mention of cultural and social barriers such as beliefs about death and dying, and the inclusion of bereavement support in the team approach.
  • WHO — Palliative care (health topic) · overview of palliative care as relieving physical, psychological, social and spiritual suffering at all levels of care, and the emphasis on a primary health care approach for equitable access.
  • Cecil Helman — Culture, Health and Illness (5th ed.) · standard medical-anthropology account of cross-cultural variation in the definition of death, disclosure of diagnosis, mourning practices and the care of the dying.
  • Elisabeth Kübler-Ross — On Death and Dying (1969) · the original description of the five reactions — denial, anger, bargaining, depression and acceptance — presented as common responses based on interviews with dying patients, and not as a fixed sequence.

Lesson progress is saved on this device for the current learner. Practice answers stay separate and are not stored.

About this course and its sources

Bilingual lessons organised from the official BMS 119 Medical Sociology/Anthropology curriculum outline for Semester 1 of the Health & Biomedical Sciences common core. No lecture notes were supplied for this course: each section states in its sources that it goes beyond the supplied outline and names the standard references it uses. Diagrams are original educational schematics. Nursing and French-language review are pending.