Didactic and experiential death and dying training: Impact upon death anxiety

Hutchison, Theresa D.; Scherman, Avraham

doi:10.1080/07481189208252580

Cited by 18 publications

(13 citation statements)

References 37 publications

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“…Frequently used instruments include the Collett-Lester Fear of Death Scale (Collett & Lester, 1969), the Templer Death Anxiety Scale (Templer, 1970), and the Death Anxiety Profile -Revised (DAP-R) (Wong, Reker & Geger, 1994). Hutchison and Scherman (1992) found no difference in death anxiety related to whether nursing students had only didactic or experiential death and dying education. Their results did show an overall reduction in anxiety, but did not show a difference related to methodology.…”

Section: Death Anxietymentioning

confidence: 70%

The impact of a palliative care educational component on attitudes toward care of the dying in undergraduate nursing students

Mallory

2003

Journal of Professional Nursing

191

180

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Nurse educators have identified that historically nurses have not been prepared to care for dying patients. Research also has identified that nursing students have anxieties about death, dying, and caring for dying patients. Several factors have been identified as affecting nurses' and nursing students' attitudes toward care of the dying. Factors addressed in this research were current and previous death education. This research incorporated experiential learning using a model of death education and transformative learning theory. The educational experiences were geared to help students understand the skills needed to care competently and compassionately for the dying. The use of the End of Life Nursing Education Consortium (ELNEC) education package along with experiences at the hospice, the funeral home, the anatomy laboratory, and role play helped facilitate transformative learning in the nursing students. The study examined the effects of an educational experience to determine if a one-time educational experience provides sufficient, lasting effects in a 6-week format. Results of this study indicate that education can have a positive effect on nursing students' attitudes toward care of the dying. Nursing students in the intervention group had a significant positive increase in their attitudes toward care of the dying after the intervention. The attitude change increased slightly after a 4-week period.

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Section: Death Anxietymentioning

confidence: 70%

The impact of a palliative care educational component on attitudes toward care of the dying in undergraduate nursing students

Mallory

2003

Journal of Professional Nursing

191

180

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“…Hutchison and Sherman [23] showed that 83 North American nursing students’ fear of death was significantly less after participation in a 6-hour workshop on death and dying (DAS mean initial: 6.79, post: 5.82: P=<.05) with results that were maintained after 8 weeks. The above results indicate that education on death and dying has potential to remediate nursing student and RN fears about death.…”

Section: Resultsmentioning

confidence: 99%

“…There was evidence that short courses in death education could reduce the death anxiety of registered nurses [14, 25] with likely subsequent improvement in nurses’ coping with death and dying. Hutchison and Shermans’ work [23] with student nurses also showed positive results after participation in a 6 hour workshop on death and dying. Thus, there are opportunities to improve education for nurses at both undergraduate level and post-registration, through continuing education.…”

Section: Discussionmentioning

confidence: 98%

“…The included studies assessed general nurses [11-15], oncology nurses [4, 16, 17], emergency or critical care nurses [12, 18], hospice or palliative care nurses [19, 20], nephrology nurses [21] and a study of multidisciplinary staff members including nurses [22]. In addition, one study of nursing students’ views [23] was included because it relates to antecedents of professional nurses’ views. The studies involve nurses from various continents and a broad range of countries: Canada, Iran, Israel, Japan, Spain, Turkey, UK, and USA.…”

Section: Methodsmentioning

confidence: 99%

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How Death Anxiety Impacts Nurses’ Caring for Patients at the End of Life: A Review of Literature

Peters¹,

Cant²,

Payne³

et al. 2013

Open Nursing J

274

174

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Nurses are frequently exposed to dying patients and death in the course of their work. This experience makes individuals conscious of their own mortality, often giving rise to anxiety and unease. Nurses who have a strong anxiety about death may be less comfortable providing nursing care for patients at the end of their life. This paper explores the literature on death anxiety and nurses’ attitudes to determine whether fear of death impacts on nurses’ caring for dying patients. Fifteen quantitative studies published between 1990 and 2012 exploring nurses’ own attitudes towards death were critically reviewed. Three key themes identified were: i). nurses’ level of death anxiety; ii). death anxiety and attitudes towards caring for the dying, and iii). death education was necessary for such emotional work. Based on quantitative surveys using valid instruments, results suggested that the level of death anxiety of nurses working in hospitals in general, oncology, renal, hospice care or in community services was not high. Some studies showed an inverse association between nurses’ attitude towards death and their attitude towards caring for dying patients. Younger nurses consistently reported stronger fear of death and more negative attitudes towards end-of-life patient care. Nurses need to be aware of their own beliefs. Studies from several countries showed that a worksite death education program could reduce death anxiety. This offers potential for improving nurses’ caring for patients at the end of their life.

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“…7 I chose the "death education" literature because it is based on solid psychological theories and methods and also has a strong practitioner perspective, that is, helping people deal with the emotions associated with the loss of a loved one. This literature suggests that reflections on grief, role-plays, and simulations are effective educational methods (e.g., Hutchison & Scherman, 1992;Ratner & Song, 2002;Tamlyn & Caty, 1984). Before I assess and adapt these methods for the entrepreneurial context, it is important to point out that encouraging students to directly experience negative emotions (and to learn from them) can be traumatic and is therefore probably best undertaken with the assistance of a psychology professor-preferably one that specializes in bereavement or trauma.…”

Section: Direct Experiencesmentioning

confidence: 99%

Educating Entrepreneurship Students About Emotion and Learning From Failure

Shepherd

2004

AMLE

336

250

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As theory develops and increases our understanding of the role of emotion in learning from failure, entrepreneurship educators have the opportunity to reflect these advancements in their pedagogies. This requires a focus on how students "feel" rather than on how, or what, they "think." I offer suggested changes to pedagogy to help students manage the emotions of learning from failure and discuss some of the challenges associated with measuring the implications of these proposed changes. I then expand my scope to explore possibilities of educating students on how to manage their emotions to avoid failure and, more generally, improve their emotional intelligence and for organizations to improve their ability to help individuals regulate their emotions. Entrepreneurship theory focuses on how to create and grow businesses through the discovery and exploitation of opportunities to bring into existence future goods and services (Shane & Venkataraman, 2000;Venkataraman, 1997) as well as how to avoid failure (McGrath, 1999).1 Entrepreneurship scholars acknowledge that not all attempts to launch and grow a business are successful, but even when failure occurs the entrepreneur has an opportunity to learn from the experience, and thereby improve his or her chance of success in the next entrepreneurial endeavor (Minniti & Bygrave, 2001).The above concepts are reflected in the following textbook quotes: "Businesses fail, but entrepreneurs do not. Failure is often the fire that tempers the steel of an entrepreneur's learning and street savvy" (Timmons, 1999: 47). "In order to succeed one first has to experience failure. It is a common pattern that the first venture fails, yet the entrepreneur learns and goes on to create a highly successful company" (Timmons, 1999: 30). However, this process of learning from failure can be emotionally difficult. Hisrich and Peters (2001) offer advice on how the entrepreneur can "deal with" business failure:First and foremost, the entrepreneur should consult with his or her family. . . . This discussion will also help alleviate some of the stress of dealing with bankruptcy. Second, the entrepreneur should seek outside assistance from professionals, friends, and business associates. . . . Third, it is important to not try to hang on to a venture that will continually drain resources if the end is inevitable. . . . The time spent could be more effectively used to either start over or do something else (pp. 595-596).These textbook excerpts suggest a number of important points.2 First, failure is an important source of learning for entrepreneurs. Second, bankruptcy is a difficult and stressful event for the entrepreneur and his or her family. This implies that business failure can generate a negative emotional reaction. Third, entrepreneurs are advised to seek outside assistance, primarily for sympathy and emotional support. Such advice implies that 1 McGrath (1999) argues that there is a tendancy to view failure negatively, which introduces a pervasive bias in entrepreneurship theory and research...

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Didactic and experiential death and dying training: Impact upon death anxiety

Cited by 18 publications

References 37 publications

The impact of a palliative care educational component on attitudes toward care of the dying in undergraduate nursing students

The impact of a palliative care educational component on attitudes toward care of the dying in undergraduate nursing students

How Death Anxiety Impacts Nurses’ Caring for Patients at the End of Life: A Review of Literature

Educating Entrepreneurship Students About Emotion and Learning From Failure

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