护理专业学生对死亡的态度及影响因素研究进展

该文对国内外死亡态度起源及内涵、护理专业学生对死亡的态度现状及其影响因素研究进展进行综述并为护理专业学生相关生死教育课程提供参考。护理专业学生总体持自然接受的死亡态度,但仍有大部分学生对于死亡持逃避态度,护理专业学生的生理心理、思想文化因素都能影响其死亡态度。教育工作者应重视护理专业学生相关死亡教育,培养学生积极的死亡态度。     

临床医学和护理学专业实习学生医护合作态度的调查研究

目的 调查和比较临床医学和护理学专业实习学生对医护合作的态度,分析二者的主要差异,为开展医护合作教育提供参考依据.方法 采用Jefferson医护合作态度量表对郑州大学实习已满10个月的临床医学专业本科生88名、研究生66名,护理学专业本科生79名、研究生66名进行调查.结果 医学生和护生的医护合作态度得分均较高,护生高于医学生,差异具有统计学意义(P=0.036).医学生和护生主要差异在于对医生权利的认知,护生得分较高(P=0.000);两者在教育需求上表现出高度一致性.结论 应该有针对性地加强有关医护双方权利和职责的教育,使医学生和护生更好更多理解与尊重对方,为提供更好的医疗服务打下基础.     

高校护理专业学生的死亡态度调查和分析

目的了解高校护理专业学生的死亡态度及影响因素,并提出对策。方法自行设计调查问卷,对护理专业学生260人进行调查,所获数据采用SPSS12．0软件包进行分析统计。结果根据数据分析,护理专业学生自然接受死亡的态度与父母婚姻状况和家庭经济情况有关;错位接受死亡的态度与接触死亡者经历和有自杀倾向有关。结论教育管理者对学生应加强心理健康与专业技能教育,培养学生健康、积极的生命观,树立正确的价值观。     

甘肃省护理本科生的死亡态度的调查研究

目的 了解甘肃省护理本科生死亡态度现状,为甘肃省护理本科院校制订死亡教育课程计划提供参考依据.方法 2019年9月-12月,采用中文版死亡态度描绘量表对甘肃省3所护理本科院校的406名护理本科生进行问卷调查.结果 甘肃省护理本科生的死亡逃避维度均分为(4.50±0.35)分,死亡恐惧为(3.17±0.71)分,趋近接受...     

护理本科学生死亡态度调查与分析

目的:了解护理本科学生的死亡态度,为开展护理本科学生死亡教育及制定死亡教育课程规划提供参考。方法:采用由Wong、Reker及Gesser编制的"死亡态度描绘修订版"(Death Attitude Profile-Revised)中译版死亡态度量表及开放式提问对四川省某高校654名护理本科学生进行问卷调查。结果:被调查者的死亡态度大致为中等程度。其中自然接受维度得分最高,为4.040;死亡恐惧与死亡逃避维度得分居中,分别为2.956和3.158;逃离接受与趋近接受维度得分较低,分别为2.223和2.166。开放式提问结果经分析归纳后呈现多元化死亡态度,其中以正向态度为主,占60.7%。结论:护理本科学生的死亡态度普遍为自然接受,但仍有部分学生对死亡持逃避和恐惧态度,不能坦然面对,因此有必要加强护理本科学生死亡教育,使其形成正向死亡态度;同时,有必要针对护理本科学生死亡教育需求及内涵作更系统、更全面的研究。     

护理专业学生生命认知现状的调查分析

目的调查分析护理专业学生生命认知现状，为有效开展生命教育提供依据。方法采用生命意义量表和生命态度剖面图量表作为调查工具，对527名高职护理专业学生进行生命认知现状调查。结果护理专业学生的生命意义感普遍偏低；不同年级护理专业学生的生命意义量表总分、对生命的热忱、生命目的、生命控制及对死亡的接纳等方面比较差异均具有统计学意义。结论在护理专业学生中开展生命教育迫在眉睫，对不同年级学生需给予针对性的生命教育内容。     

医护人员对待癌症终末治疗与死亡态度的调查

目的 了解医护人员对待癌症终末治疗和死亡的态度,为临终关怀的开展提供理论依据.方法 采用自行设计的问卷对634名医护人员进行调查.结果 部分医护人员对癌症终末期患者的治疗存在矛盾心理,对死亡持有回避和拒绝的态度.结论 摆脱对癌症终末期治疗的困惑,医护人员应该咨询患者治疗遗愿,以优化生命全程为己任;实施对癌症终末期的深度关怀,医护人员应该建立死亡接受观,加强对死亡的教育.     

死亡态度影响因素的研究进展

<正>自20世纪五六十年代,国外学者对死亡态度已展开了系统而深入的研究,其领域主要涉及到死亡态度的影响因素、测评方法及死亡教育等方面。近年来,中国香港和台湾地区开始对死亡态度进行初步探讨并取得了一定成果[1]。现就国内、外有关死亡态度影响因素的研究现状进行综述。     

急诊科护士死亡态度对其临终照护态度影响的研究

目的 了解急诊科护士临终照护态度与死亡态度现状,探讨两者之间的关系.方法 采用便利抽样法,运用一般情况调查表、中文版照护临终患者态度量表和中文版死亡态度描绘量表对153名急诊科护士进行问卷调查.结果 急诊科护士临终照护态度总分为(79.78±10.03)分;死亡态度5个分量表均分由高到低依次为逃离接受(3.15±0.79)分、趋近接受(3.04±0.66)分、死亡恐惧(2.92±0.65)分、死亡逃避(2.88±0.72)分、自然接受(2.16±0.58)分.分层回归分析显示,自然接受、死亡逃避、逃离接受能够独立解释急诊科护士临终照护态度总变异的27.8%.结论 急诊科护士临终照护态度水平不高,死亡态度对其有影响.     

医护专业学生对HIV感染者或艾滋病患者歧视态度的调查研究

目的描述医护专业学生对HIV感染者或艾滋病患者歧视态度的现状。方法采用分层抽样的方法从北京4所医科大学抽取697名医护专业学生,不记名调查医护专业学生对HIV感染者或艾滋病患者的歧视态度。结果发放问卷697份,收回有效问卷641份,有效率为92.0%。医护专业学生对HIV感染者或艾滋病患者总歧视态度、就医过程中歧视态度均为中等水平。总歧视态度受到实习、培训因素的影响,而实习因素是影响就医过程中歧视态度的显著因素。既往接触艾滋病患者经历、是否学习艾滋病专业课与歧视态度不相关。结论医护专业学生对HIV感染者或艾滋病患者的歧视态度与即将承担的角色不适应,有必要在校期间即开展艾滋病反歧视教育,从而使医护专业学生树立反歧视的态度,促进艾滋病防治工作的开展。     

Attitudes toward death and dying among second-year medical students

One hundred fifteen second-year Wright State University School of Medicine students were given a death and dying attitude survey derived from Shneidman (14) to explore medical student altitudes toward death and dying. It was hypothesized that medical students' attitudes would differ according to sex, religion, marital status, religiosity, and type of geographic origin. Responses to selected death and dying questions were also compared to responses from a national survey of death and dying attitudes to determine possible differences between medical students and the survey population. Steady results of chi-square analyses include statistically significant relationships (using a 0.05 comparisonwise error rate) among certain demographic variables, for example, religion and geographic origin, and attitudes toward the dying process. Implications for patient care and medical education based on survey results are discussed.     

Attitudes toward death and dying among second-year medical students

Abstract

One hundred fifteen second-year Wright State University School of Medicine students were given a death and dying attitude survey derived from Shneidman (14) to explore medical student altitudes toward death and dying. It was hypothesized that medical students' attitudes would differ according to sex, religion, marital status, religiosity, and type of geographic origin. Responses to selected death and dying questions were also compared to responses from a national survey of death and dying attitudes to determine possible differences between medical students and the survey population. Steady results of chi-square analyses include statistically significant relationships (using a 0.05 comparisonwise error rate) among certain demographic variables, for example, religion and geographic origin, and attitudes toward the dying process. Implications for patient care and medical education based on survey results are discussed.     

Attitudes toward research among undergraduate nursing students

Attitudinal changes about research among undergraduate nursing students during their two years in a baccalaureate nursing program showed no significant improvements except for significant improvements in confidence about understanding research terminology methods and evaluating the adequacy of research studies. These improvements were apparent after the course and in the second year when the students were queried again. The overall research attitude score was essentially the same in the senior year as it had been on the pre-test when the students began the program. Although 52.9% of the students indicated they wanted to go on for a master's degree, 6.2% said they definitely wanted to take additional research courses. In the senior year, 31.9% of the students indicated they definitely wanted to go on to graduate school, while 60.4% said they were uncertain; 7.7% indicated they definitely did not want to return to graduate school.     

Attitudes toward euthanasia among Swedish medical students

Attitudes toward euthanasia differ between individuals and populations, and in many studies the medical profession is more reluctant than the general public. Our goal was to explore medical students' attitude toward euthanasia. A questionnaire containing open-ended questions was answered anonymously by 165 first- and fifth-year medical students. Data were analysed using qualitative content analysis with no predetermined categories. The students' arguments opposing euthanasia were based on opinions of 1. euthanasia being morally wrong, 2. fear of possible negative effects on society, 3. euthanasia causing strain on physicians and 4. doubts about the true meaning of requests of euthanasia from patients. Arguments supporting euthanasia were based on 1. patients' autonomy and 2. the relief of suffering, which could be caused by severe illnesses, reduced integrity, hopelessness, social factors and old age. There are several contradictions in the students' arguments and the results indicate a possible need for education focusing on the possibility of symptom control in palliative care and patients' perceived quality of life.     

Attitudes toward death: a survey of nursing students.

The literature devoted to the topics of death and care of the dying is expanding rapidly. As nurses are inevitably involved in terminal illness, death and grief, their attitudes toward death and factors which affect these attitudes, are worthy of study. This report describes the results of a continuing two-year survey of one class of students in a baccalaureate nursing program. A questionnaire was used at the beginning and end of one academic year. Data were obtained regarding background experiences with death, involvement in the care of dying patients, and common ideas, concerns and feelings about death. Data from the second testing also included perceived changes in "positive" and "negative" attitudes toward death, and the relative effect on attitudes of various factors during the year. Suggestions are offered for curriculum development and research in the challenging area of death education in nursing.     

实习护生对基础医学课程设置评价的分析

目的了解实习护生对基础医学课程设置的评价,比较本科、大专护生对课程设置评价的差异。方法采用自行设计的问卷,对我校参加完实习的166名护生进行调查。结果护生对基础医学课程开设的满意度为63．25％;63.86％的护生认为基础医学课程与护理专业联系较好;60．84％的护生认为应增加学时数;护生最喜欢以实验室学习为主的学习方法,选择率为43．98％。本科、大专护生仅在课程内容安排上评价差异具有统计学意义（P〈0．01）,其他条目两者的评价结果较一致。结论护生对基础医学课程的设置总体比较满意,但认为在学时数、教学方法、课程内容等方面存在问题,建议教育者适当进行教学调整,以提高教学效果。