Application of "experiential training on death education" in teaching nursing interns in the oncology department
10.3760/cma.j.cn116021-20240220-01756
- VernacularTitle:“体验式实训死亡教育”在肿瘤科护理实习生带教中的应用探索
- Author:
Hongxia GONG
1
;
Haiyu ZHANG
1
;
Dan HE
1
Author Information
1. 成都医学院第二附属医院·核工业四一六医院肿瘤科，成都 610051
- Publication Type:Journal Article
- Keywords:
Death education;
Nursing;
Tumor;
Experiential education
- From:
Chinese Journal of Medical Education Research
2025;24(5):714-720
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To study the application of "experiential training on death education" in teaching nursing interns in the oncology department, and to explore a novel method of death education for nursing interns.Methods:From September 2019 to September 2023, a total of 120 nursing students who interned in the Department of Oncology, Nuclear Industry 416 Hospital were assigned to the control group (53 students) and the study group (67 students) based on their enrollment time. The control group received traditional theoretical teaching and experience in caring for terminally ill patients, while the study group received experiential training on death education. The Chinese death attitude profile-revised (DAP-R), coping with death scale (CDS), course satisfaction, and learning outcomes were observed after 3-month internship. A data analysis was conducted using SPSS 26.0. The differences between two groups were compared using the independent samples t-test. The differences before and after education in the same group were compared using paired t-test. The comparison of categorical data between groups was performed using the chi-square test, while ranked data were compared using the rank-sum test. Results:There were no significant differences in the DAP-R scores between the two groups before education ( P>0.05). The scores of five dimensions of DAP-R were significantly higher in the study group than in the control group after education [fear of death: (22.11±5.38) points vs. (17.14±5.23) points, P<0.05; death evasion: (14.83±4.07) points vs. (12.31±4.15) points, P<0.05; neutral acceptance: (19.95±4.44) points vs. (22.31±5.14) points, P<0.05; approaching acceptance: (32.16±6.93) points vs. (35.23±7.33) points, P<0.05; avoiding acceptance: (16.47±5.86) points vs. (18.94±5.09) points, P<0.05]. There were no significant differences in the six factors of CDS between the two groups before education ( P>0.05). The CDS scores were significantly higher in the study group than in the control group after education ( P<0.05). The scores of three dimensions (novelty of course content, course satisfaction, and self-engagement) were significantly higher in the study group than in the control group after education ( P<0.05). The scores of improvement of empathy [(2.44±0.55) points vs. (3.16±0.50) points], attention to spiritual issues [(2.61±0.49) points vs. (3.11±0.52) points], improvement of communication skills [(3.10±0.51) points vs. (4.23±0.47) points], and correct values of life [(2.29±0.44) points vs. (3.37±0.55) points] were significantly higher in the study group than in the control group after education ( P<0.05). Conclusions:Experiential training on death education can increase the experience of students, improve their attitude towards death and ability to cope with death, and enhance their initiative and enthusiasm for learning.
