The Effects of a Death Education Course on Participant Attitudes toward Death and Dying

Shoemaker, Robert K.; Burnett, Gretchen F.; Hosford, Ray E.; Zimmer, Charles E.

doi:10.1207/s15328023top0804_7

Cited by 8 publications

(3 citation statements)

References 10 publications

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“…Our project has shown how important it is to talk about death and how it produces beneficial effects on the psychological well-being of adolescents. According to the literature (Durlak & Riesenberg, 1991; Harrawood, Doughty, & Wilde, 2011; Knight & Elfenbein, 1993; Leviton, 1977; McClatchey & King, 2015; Mueller, 1976; Shoemaker, Burnett, Hosford, & Zimmer, 1981; Testoni, Ronconi, et al., 2018), meetings with qualified educators have led students to examine an often-avoided topic, increasing their understanding and familiarity. Addressing the issue of dying significantly reduced their fear of death, allowing them to face episodes of mortality salience in a more peaceful way.…”

Section: Discussionmentioning

confidence: 99%

Let’s Start With the End: Bibliodrama in an Italian Death Education Course on Managing Fear of Death, Fantasy-Proneness, and Alexithymia With a Mixed-Method Analysis

et al. 2019

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This article presents the results of an experience of death education (DE) course with bibliodrama in Italian high schools, which focused on emotions and existential themes. The research analyzed the inability to recognize or describe one’s own emotions (alexithymia), fantasy-proneness, and attitudes toward death in two different groups of students: one who took a course on DE (with 113 students) and another who did not participate in it (with 114 students). The use of a mixed method allowed this study to explore the quantitative results that the students indicated in the questionnaire and the qualitative open answers to the final question about how they had profited from this DE course. The results showed that the course had a positive effect, as the DE group significantly decreased alexithymia and negative attitudes toward death, particularly in fear and avoidance of death, making their representation of death less traumatic.

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Section: Discussionmentioning

confidence: 99%

Let’s Start With the End: Bibliodrama in an Italian Death Education Course on Managing Fear of Death, Fantasy-Proneness, and Alexithymia With a Mixed-Method Analysis

et al. 2019

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“…Hemşireler bu eğitimle ölüm karşısındaki kaçınma davranışlarını fark etmişler ve bu davranışların ölen hastanın rahatlığını sağlamayı ve uygun bakım almasını engellediğini anlamış-lardır. [12,[24][25][26]28] Ölüm eğitimi, hemşirelerin hasta ve ailelerine etkili yaşam sonu bakım verebilmeleri için öncelikle kendi davranışlarına ilişkin içgörü kazanmasını sağ-lar. Bu eğitim sırasında hemşireler ölüm karşısında yaşadıkları duyguların kabul edilebilir ve evrensel olduğunu fark ederler.…”

Section: öLüm Kaygısı Ile Başetmede öLüm Eğitimiunclassified

Palliative Care and Death Anxiety

İnci¹,

Öz²

2012

Psikiyatride Guncel Yaklasimlar - Current Approaches in Psychia

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ÖZETPalyatif bakım, tedavi seçeneklerinin azalması, prognozun giderek kötüleşme-si, ağrı ve diğer belirtilerin kontrolünün yetersiz kalması ve gerekli teknik desteğin sağlanamaması nedeniyle çoklu sorunları beraberinde getirmektedir. Palyatif bakımın karmaşık yapısı, yaşamın son dönemindeki hastanın kaliteli bakımının nasıl sağlanabileceği konusunda sıkıntı yaratmaktadır. Ölmekte olan hastaya bakım vermek duygusal olarak acı veren, üzüntülü bir deneyimdir. Ölen hastaya bakım verirken hemşire korku, üzüntü, düş kırıklığı, anksiyete gibi duygular hissedebilir. Hemşirenin kendi ölüm kaygısı fazla ise bu durum ölmekte olan hasta ile birlikte olmakta isteksizlik yaratabilir. Palyatif bakımda hemşireden, hastanın ailesine destek olması, psikososyal açıdan iyilik hallerini sürdürmelerine yardım etmesi beklenir. Bu beklentinin karşıla-nabilmesi için, hemşirenin nitelikli bir eğitim ile yaşam sonu bakıma hazır-lanması, yeterli kişilerarası iletişim becerilerine ve baş etme stratejilerine sahip olması gerekir. Anahtar Sözcükler: Ölüm kaygısı, palyatif bakım, hemşirelik ABSTRACTDiminishing treatment alternatives, losing hope for a possible recovery, insufficient control of pain and inability to provide the necessary technical support lead palliative care to bring multiple problems with itself. Along with technical and professional challenges, palliative care can put a humanitarian strain on the nurse. Caring for a dying patient is a worrisome experience which causes spiritual pain. An increase in nurses' death anxiety may cause unwillingness to be together with a dying patient. In terms of the end of life, it is expected that the nurse stands by patient's family to help them in sustaining their psychosocial wellness. In order to meet this expectation, nurses should get a qualitative training for end of life care along with good interpersonal communication skills and coping strategies.

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“…These investigations have sometimes produced conflicting or inconclusive results. [6][7][8][9][10] Although several studies tested the relationship between demographic variables, such as gender, age, and attitude, studies on the relationship between personal experience in dealing with loss and attitude are limited. No studies were found that evaluated the relationship between attitude toward caring for terminally ill persons and religion, spiritual beliefs, or the lack of spiritual beliefs.…”

Section: Introductionmentioning

confidence: 99%

Attitudes toward care of the terminally ill: An educational intervention

Frommelt

2003

Am J Hosp Palliat Care

190

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This quasiexperimental study examined the effect of an educational program on attitudes toward caring for terminally ill persons and their families. Participants were 115 undergraduate students: intervention group, N = 49; control group, N = 66. Pre- and post-intervention measurements were done with the Frommelt Attitude Toward Care of the Dying Scale (FATCOD, Form B). Students in the intervention group participated in a semester-long (15-week, 45-hour) educational program. Demographic variables, including age, gender, religion, major area of study, influence of religious beliefs, profession, previous education, and past or present experience with loss were evaluated. Statistical analyses (t-test, ANOVA, ANCOVA, and APVs) indicated a significant positive change in the attitude scores of the intervention group and no significant change in the attitude scores of the control group.

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The Effects of a Death Education Course on Participant Attitudes toward Death and Dying

Abstract: Three of four attitudinal changes were obtained by clarifying objectives and quantifying by the Semantic Differential.

Cited by 8 publications

References 10 publications

Let’s Start With the End: Bibliodrama in an Italian Death Education Course on Managing Fear of Death, Fantasy-Proneness, and Alexithymia With a Mixed-Method Analysis

Let’s Start With the End: Bibliodrama in an Italian Death Education Course on Managing Fear of Death, Fantasy-Proneness, and Alexithymia With a Mixed-Method Analysis

Palliative Care and Death Anxiety

Attitudes toward care of the terminally ill: An educational intervention

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