Background Mortality meetings play an integral part in reflective practice and improving patient care whilst also identifying learning needs and improving clinical practice (Flinn, Vanan, McGuigan. BMJ Support Palliat Care. 2023;13:A62). Mortality reviews in the hospice had traditionally consisted of a weekly list of people who had died briefly mentioned as part of multidisciplinary meetings with minimal reflection that did not sufficiently honour those who had died or fully assist in any learning for those who had cared for them. It is recognised that mortality meetings can improve accountability of mortality data and support quality improvement without compromising professional learning, especially when facilitated by a standardised mortality review process (Palmer-Jones, Zamfir, Stoian. Age Ageing. 2023;52(Suppl.1): afac322.110).

Aims To maximise learning from patients’ deaths to improve the patient care and allow multidisciplinary team debriefing and support.

Method Collaborating across teams to include the whole hospice as well as engaging key stakeholders, monthly hybrid in-person and online meetings were established. Using a narrative approach 1–2 cases were chosen and a facilitated open discussion encouraged.

Results In the last six months mortality meetings have been increasingly well attended. Initially there were around 20 participants and this has increased to 30–40 people attending in-person with another 6–10 online. Participation has been wide-reaching with fundraising, telephone administrators, trustees, bereavement, psychosocial and all clinical teams joining in. Invitations have been issued to external stakeholders such as local hospital palliative care teams and district nurses to join in and this has involved helpful debate and collaboration.

Conclusion Focusing on how deaths have affected keyworkers has provided a supportive space to allow debriefing. Mortality meetings can improve accountability and support quality improvement without compromising professional learning. Further consideration needs to be given to the dissemination of this learning.