打破沉默:护理课程中的整体死亡教育是不够的。

IF 2 Q2 NURSING
Sang Bin You, Xiaoxuan Liu, Augustine Cassis Obeng Boateng
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引用次数: 0

摘要

目前的死亡教育主要集中在护士护理临终病人的态度和能力上,而忽视了对家庭和护士自身的整体评估。护理专业的学生和新毕业生在临床环境中遇到死亡或垂死病人时,往往感到不知所措和毫无准备,导致情绪困扰和对垂死病人及其亲人的照顾不足。这种经历的情感影响不仅影响到护理学生,也影响到家庭成员的幸福和对病人的护理质量。本文探讨了整体死亡教育对护生和新护士的重要性和必要性,以开展全面的评估,解决可能失去亲人的家庭的身体,心理和精神需求。讨论提供了护理教育可以提供的建议和例子,借鉴了曾经是新护士的人的观点,并反思了他们希望在照顾临终者、处理死亡和支持留下的人之前知道什么。影响集中在死亡后的家庭评估和自我评估的方法,以及医疗保健结构变化的潜在考虑。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Breaking the Silence: Holistic Death Education in Nursing Curriculum Is Not Enough.

Current death education primarily centers on nurses' attitudes and competence in caring for dying patients but overlooks the holistic assessment of family and nurses themselves. Nursing students and new graduates often feel overwhelmed and unprepared when they encounter death or a dying patient in clinical settings, leading to emotional distress and inadequate care for the dying patient and their loved ones. The emotional impact of such experiences affects not only the nursing student but also the well-being of family members and the quality of care delivered to the patient. This article explores the importance and need for holistic death education for nursing students and new-to-practice nurses to carry out comprehensive assessments that address the physical, psychological, and spiritual needs of families who might be losing their loved ones. The discussion offers suggestions and examples of what nursing education can provide, drawing on the perspectives of those who were once new nurses and reflecting on what they wish they had known before caring for the dying, handling death, and supporting those left behind. Implications focus on approaches for family assessment and self-assessment after death and potential considerations for structural changes in healthcare.

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来源期刊
CiteScore
4.30
自引率
10.00%
发文量
39
期刊介绍: Manuscripts are solicited that deal with the processes of knowledge development and application including research, concept analysis and theory development, practical applications of research and theory, clinical case studies and analysis, practice applications in general, educational approaches and evaluation, and aesthetic expressions of holistic knowledge. While the journal seeks to support work grounded in evidence, the editorial philosophy suggests that there are many diverse sources of “evidence” beyond the realm of what is called “empirical” and that many methods are appropriate for discovering evidence and generating knowledge.
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