Using Nontraditional Curricular Tools to Address Death and Dying in Nurse Education

Area of Science:

• Nursing Education
• Thanatology
• Psychosocial Care

Background:

• Nurse educators are crucial in preparing students for holistic patient care, including end-of-life situations.
• Addressing personal and community myths surrounding death and dying presents a significant challenge in nursing education.
• Students require opportunities to explore their own associations with death to effectively care for dying patients.

Purpose of the Study:

• To explore the role of a specialized nursing course in preparing students to address death and dying.
• To examine how reflection and symbolic creation can aid nursing students in coping with loss and grief.
• To enhance nursing students' capacity for compassionate care of terminally ill patients and their families.

Main Methods:

• A qualitative approach was used within a nursing department at a Midwestern university.
• Students participated in a course focused on death and dying, incorporating reflective exercises.
• The course included an experiential component where students created a tangible symbol related to death and grief.

Main Results:

• The course provided a unique space for nursing students to confront personal and societal views on death.
• Creating a tangible symbol served as a coping mechanism for students dealing with loss and grief.
• Students reported increased preparedness to professionally and thoughtfully engage with dying patients and families.

Conclusions:

• Integrating reflective and symbolic activities into nursing curricula is vital for preparing students for end-of-life care.
• Such courses can equip future nurses with essential skills to manage their own grief and support patients.
• This approach enhances the psychosocial preparedness of nursing students for the complexities of death and dying in their careers.