The basics of life and death are further extended and can meet the life and death needs of clinical care, which is a breakthrough in the existing life and death courses and innovation. The research purposes of this article are (1) to develop a teaching plan for the "Life and Death Issues in the Post-Epidemic Era" course that incorporates the issue of COVID-19; (2) to explore the implementation process and qualitative and quantitative learning effects of "Life and Death Issues in the Post-Epidemic Era"; ( 3) Understand the researcher's reflections on teaching practice through learning reflection and learning effectiveness analysis results. The teaching methods used in this course include: teacher lectures, non-verbal and affective activities with expressive art media, learning by doing and "hands-on", audio-visual teaching, case studies and group discussions, collaborative teaching with teachers, and reflection. The researchers tried to use reflective theory and practice in course teaching, and through reflective writing exercises on issues, cultivate nursing students' understanding of life and death issues, face their own life attitude, death attitude and self-care, and acquire the basic ability of life and death care.
The world has been affected by the coronavirus for more than four years, with more than 400 deaths. Thousands of people die from the epidemic, which is an almost inevitable death issue for medical staff. However, nursing students lack internship experience and do not have enough opportunities to contact dying patients. They are faced with the sudden death of patients due to the outbreak and limited medical equipment. sex, the medical ethical choices that arise, and the impact on society and the medical field. In the past, life and death courses did not specifically discuss life and death issues related to the epidemic. Therefore, integrating current affairs issues related to the new crown epidemic can help us discuss the existing life and death issues. The basics of life and death are further extended and can meet the life and death needs of clinical care, which is a breakthrough in the existing life and death courses and innovation. The research purposes of this article are (1) to develop a teaching plan for the "Life and Death Issues in the Post-Epidemic Era" course that incorporates the issue of COVID-19; (2) to explore the implementation process and qualitative and quantitative learning effects of "Life and Death Issues in the Post-Epidemic Era"; ( 3) Understand the researcher's reflections on teaching practice through learning reflection and learning effectiveness analysis results. The teaching methods used in this course include: teacher lectures, non-verbal and affective activities with expressive art media, learning by doing and "hands-on", audio-visual teaching, case studies and group discussions, collaborative teaching with teachers, and reflection. The researchers tried to use reflective theory and practice in course teaching, and through reflective writing exercises on issues, cultivate nursing students' understanding of life and death issues, face their own life attitude, death attitude and self-care, and acquire the basic ability of life and death care.
Study Type
INTERVENTIONAL
Allocation
NA
Purpose
OTHER
Masking
NONE
Enrollment
60
Life and death issues in the post-epidemic era - Curriculum planning that integrates life and death care, reflective learning and teaching practice on the new coronavirus pneumonia issue, introducing 18-week theme courses, each course is 100 minutes
Chang Gung Medical Foundation
Tainan, Taiwan, Taiwan
Nursing life and death professional knowledge
Based on the evaluation of end-of-life diseases (top ten non-cancer) and COVID-19's well-being indications and end-of-life symptoms Assessment and care, the grief and needs of dying patients and their families, the cultural, social and psychological significance and functions of funeral rituals, 20 knowledge test questions on funeral culture and religious healing behaviors of various religions and medical ethics and moral dilemmas, etc.
Time frame: Tests for the first and eighteenth weeks of the course
life attitude scale
This study used the short version of the Life Attitude Scale to measure students' attitude towards life before and after the course (Xie and Pan, 2015). The scale includes six dimensions, namely: ideals, autonomy, love and care, and sense of existence. , death attitude, life experience, each aspect has four questions, for a total of twenty-four questions. Score on a Likert-7 scale, with 1 representing strongly disagree and 7 representing strongly agree. The higher the score, the more positive the subject's life attitude. The reference for the integrity of this scale (Xie and Pan, 2015) is Cronbach's α value of 0.93. The results of confirmatory factor analysis found that the theoretical model of the study has a good fit, χ²(237) = 1078.58, χ²/df = 4.55, GFI = 0.93, CFI = 0.93, RMSEA = 0.053.
Time frame: Tests for the first and eighteenth weeks of the course
death attitude scale
This study used the Death Attitude Scale, using the revised Wong, Reker and Gesser Death Attitude Description Scale. which contains The sub-scale includes death fear (7 questions), death avoidance (5 questions), neutral acceptance (5 questions), approach-oriented death acceptance (10 questions), and escape acceptance (5 questions); death fear refers to the fear of death. and negative thoughts and feelings about dying; death avoidance refers to a defense mechanism that keeps death in the personal subconscious; the concept of neutral acceptance is the degree to which an individual believes that death is neither feared nor expected; approach-oriented death acceptance It refers to the extent to which an individual sees death as a means to a happy afterlife; avoidance acceptance refers to the extent to which an individual sees death as an escape from a painful existence. Score it on a Likert-5 scale, with 1 representing strongly disagree and 5 representing strongly agree.
Time frame: Tests for the first and eighteenth weeks of the course
Self-compassion scale
This time we use Lai Zhichao and Su Lunhui (2015) translated as the Chinese version of the Self-Compassion Scale, the revised Chinese version of the scale has 25 items, with a five-point Likert scale, where 1 means almost never, 5 means almost always, and the score The higher the value, the more consistent it is with the item. It contains three aspects and six mutually opposing factors, divided into positive self-care ability (three groups) and negative self-care ability (three groups), namely: self-kindness-self-criticism (a total of 10 questions), shared suffering- Isolated experiences (8 questions in total) and mindfulness-over-identification (7 questions). The Cronbach's α coefficient of the reference Chinese version of the scale is 0.91, and the component reliability of its three scales (self-kindness, shared suffering, and mindfulness) ranges from 0.85 to 0.88. Validity model fit index: CFI value is 0.97, TLI value is 0.96, RMSEA value is 0.06, and SRMR value is 0.06 .
Time frame: Tests for the first and eighteenth weeks of the course
Spiritual Care Scale
The original scale was compiled by Lay Hwa Tiew (2012). The spiritual care-giving scale has 35 questions and 4 facets. The first facet is "Characteristics of spiritual care" (No. 22, 23 , 24, 25, 26, 27, 28, 29, 30, 31, 32, 34 and 35 questions); the second aspect "Spirituality and Definition of Spirit" (No. 6, 15, 16, 17, 18, 19 , 20 and 21 items); five items related to the third facet "spiritual perspective" (items 1, 2, 3, 4 and 5) and the fourth facet "spirituality and spiritual care values" (items 7 , 8, 9, 10, 11, 12, 13 and 14 items). It is scored using a six-point method (1-6 points). The higher the score, the higher the Cronbach's a of the four aspects of the original scale. are 0.94, 0.85, 0.84 and 0.86 (Hu et al., 2019). Before using this scale, it is planned to recruit 400 nursing students through snowballing and convenience sampling to establish the reliability and validity of the scale and make revisions.
Time frame: Tests for the first and eighteenth weeks of the course
Spiritual Health Scale-short version
There are 24 questions and 5 facets. Each facet is "Connecting with People" (Questions 1 to 4).Questions), "Live with meaning" (Questions 5 to 10), "Beyond adversity" (Questions 11 to 16), "Religious sustenance" (Questions 17 to 20), "Understand one's own mind " (Questions 21 to 24). The Cronbach's a value of the full scale is 0.93. After factor analysis, the Cronbach's a value of each scale ranges from 0.75 to 0.92. The test-retest reliability after three weeks is 0.77 (Xiao and Huang, 2005).
Time frame: Tests for the first and eighteenth weeks of the course
This platform is for informational purposes only and does not constitute medical advice. Always consult a qualified healthcare professional.