Abstract
PurposeThis investigation aimed to answer the following questions: are health science students provided with death and dying education before attending clinical rotations, and if so, do the students receiving this type of education perceive it as effective?MethodsIn this descriptive cross-sectional survey, 96 Midwestern State University health science students were surveyed to determine the percentage of students who had received death and dying education before clinical rotations, as well as the students’ perception of educational effectiveness for those who had received end-of-life training. A self-report questionnaire presented nursing, radiologic sciences, and respiratory care students with a series of questions pertaining to the education they had received concerning the death and dying process of patients.ResultsOf the 93 students who had already started their clinical rotations, 55 stated they had not received death and dying education before starting clinical courses. Of the 38 who had received death and dying education, only 17 students believed the training was effective.ConclusionIt is imperative that health science educational programs implement death and dying education and training into the curriculum, and that criteria for evaluating effectiveness be an essential part of death and dying education and training in order to ensure effectiveness.
Highlights
Background/rationale Situations involving the death and dying process are common events within the healthcare environment
Death and dying education provides students with the understanding that death is a common occurrence in the hospital setting
Some current health science students were surveyed to determine if they were provided end-of-life training and if so, the effectiveness of the death and dying education they had received before clinical rotations. This investigation aimed to verify if health science students receive training associated with the death and dying process of patients
Summary
Background/rationale Situations involving the death and dying process are common events within the healthcare environment. 2021 Korea Health Personnel Licensing Examination Institute Are often more emotionally taxing for students than for experienced healthcare professionals This is often due to students’ lack of clinical experience and the deficiency of education about endof-life care. Proper education and training relating to end-of-life care have the potential to reduce the emotional responses of those entering the healthcare environment. This type of specific education provides students with improved coping mechanisms, communication skills, and self-care strategies. Death and dying education provides students with the understanding that death is a common occurrence in the hospital setting
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