Related Experiment Video
Updated: Jun 13, 2026
04:36
Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum
Published on: August 5, 2020
[The professor-student relationship in coping with dying].
Líũcia Maria Oliveira Pinho1, Maria Alves Barbosa
1Faculdade de Enfermagem da Universidade Católica de Goiás, Goiânia, GO, Brasil. liciapinho@gmail.com
Revista Da Escola De Enfermagem Da U S P
|April 17, 2010
Summary
Preparing healthcare professionals requires addressing life and death. Nurse education on death and dying humanizes training, fostering critical thinking and compassionate care by reflecting on existence and finitude.
Area of Science:
- Nursing Education
- Thanatology
- Medical Humanities
Context:
- New healthcare guidelines necessitate preparing professionals for end-of-life care.
- Nurse education must integrate discussions on death and dying.
- Hospital environments present unique challenges for discussing mortality.
Purpose:
- To explore professors' perspectives on teaching death and dying to nursing students.
- To understand the educational relationship between nurse/professor and student regarding end-of-life experiences.
- To identify pedagogical approaches for humanizing nursing education through death education.
Summary:
- Individual interviews with professors were conducted to gather insights on death and dying in nursing education.
- Content analysis, informed by Heideggerian philosophy, explored reflections on human existence and finitude.
- Findings suggest that education on death is facilitated by understanding one's own attitudes towards mortality and existence.
Impact:
- Enhances the humanistic and critical preparation of nursing professionals.
- Provides a framework for integrating existential reflection into nursing curricula.
- Improves the capacity of educators to guide students in providing care during the dying process.
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