Abstract
The UK Open University’s second‐level undergraduate course ‘Death and Dying’ (K260) draws on personal and professional experience to explore the issues of loss, care, ethical practice, communication and grief. Students come from diverse occupational backgrounds (nurses, social workers, medical practitioners) but many study K260 for purely personal reasons. This diversity presents educators with specific challenges. Synthesising theory, practice and the personal within academic assessment is a significant teaching dilemma on an open distance learning programme, but is especially so in relation to sensitive subject matter. This article discusses how the curriculum can accommodate personal narrative to enhance academic learning. A reflective research methodology is used to consider the integration of the ‘personal’ and the ‘situated’ as learning tools.
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