Types of Students' Death Attitudes Majoring in Human Service Area : Q-Methodological Approach

휴먼서비스 전공분야 대학생의 죽음태도 유형 -Q 방법론적 접근-

  • Jo Kae-Hwa (Department of Nursing, School of Medicine, Catholic University of Daegu) ;
  • Lee Hyun Ji (Department of Social Welfare, Catholic University of Daegu) ;
  • Lee Yun Ju (Department of Education, Catholic University of Daegu)
  • 조계화 (대구가톨릭대학교의과대학 간호학과) ;
  • 이현지 (대구가톨릭대학교사회과학대학 사회복지학과) ;
  • 이윤주 (대구가톨릭대학교사범대학 교육학과)
  • Published : 2005.08.01

Abstract

Purpose: The purpose of this study was to analyze death attitudes of students majoring In the human service area, such as nursing science, education, and social welfare. Method: The Q-methodology which provides a method of analyzing the subjectivity of each item was used, The 38 selected Q-statements from each of 42 subjects were classified into a shape of normal distribution using a 9 point scale. The collected data was analyzed using a QUANL PC program. Result: Four types of death attitudes for research subjects in nursing, education, and social welfare areas were identified. Type I is fatalistic admission, Type II is pursuit of existential life, Type III is uncertainty of life after death, and Type IV is separation-connection between life and death. Conclusion: The results of the study indicate that different approaches of death educational programs are recommended based on the four types of death attitudes.

Keywords

References

  1. Ahn, H. R. (1988). Effects toward death attitude for the elders and development death preparation program. Korean J of Psychiatric Nursing, 8(1), 44-68
  2. Beak, S. H., Lee, M. A., & Kim, I. H. (2001). A study of perceptual change towards death of nursing students. A comparison before and after hospice care. Korean J of Fundamental Nursing, 8(3), 153-169
  3. Carolyn, L. V. (2003). Services: Its psychological aspects and psychospiritual context. Rehabilitation Counselling Bulletin, 46(2),115-119 https://doi.org/10.1177/00343552030460020601
  4. Choi, O. S. (1996). Death problem as an issue of modern education. J of Korean Educ, 14(2), 91-113
  5. Chung, S. K., & Kim, C. K. (1991). A relational study on attitudes toward death between life satisfaction and values of juveniles. The Journal of Korean Society for Health Education, 8(2), 61-73
  6. Crase, D. (1993). Death education coverage in selected health education books and periodicals. Health Values, 7(1), 15-18
  7. Dennis (1986). Q-Methodology; Relevance & application to nursing research. A.N.S., 8(3), 238-248
  8. Denton, J. A. & Wisenbaker, V. B. (1977). Death experience and death anxiety among nurses and nursing students. Nurs Res, 26(1), 61-64
  9. Jung, C. G. (1964). Man and his symbols. New York, Doubleday
  10. Jung, S. M. (1974). Korean culture and education: A viewpoint of death and education of Koreans, Ewha University Press, Seoul, 141-174
  11. Kim, E. M. (2001). Understanding of Death for Koreans and Application for Hospice in Chriatianity. Unpublished master's thesis, Jangro theological colleage, Seoul
  12. Kim, H. G. (1990). Q-Methodology. Seoul: Lecture Paper of Dept. of Nursing, Medical School, Seoul University
  13. Kim, H. G. (1996). Q-methodology. Unpublished manuscript. Wonkwang-Health Science College
  14. Kim, M. A., & Lim, S. H. (2002). A Q-study on death among nursing students. Keimyung Nursing Science, 6(1), 43-54
  15. Kim, S. H. (2002). An educational philosophical meaning of death education. J of Korean Religious Educ, 15, 205-223
  16. Kim, Y. G. (2003). Memento Mory, Remember Death. Seoul: Gungri Publishing Company
  17. Kingma, R. (1994). Revising death education. Nurse Educ, 19(5), 15-15
  18. Lee, B. Y. (1979). Analitical psychology. Seoul: Ilzogac, 172-173
  19. Lee, K. H., Kim, H. S., Na, C., Kwon, H. J., Kim, S. H., & Min, B. K. (1983). A study on the death awareness among health care personnels. Journal of RIMSK, 15(3), 174-186
  20. Mallory, J. L. (2003). The impact of a palliative care educational component on attitudes toward care of the dying in undergraduate nursing students. J Prof Nurs, 19(5), 305-312 https://doi.org/10.1016/S8755-7223(03)00094-2
  21. Matzo, M. L., Sherman, D. W., Penn, B., & Ferrell, B. R. (2003). The end-of-life nursing education consortium (ELNEC) experience. Nurse Educ, 28(6), 266-270 https://doi.org/10.1097/00006223-200311000-00008
  22. Matzo, M. L., Sherman, D. W., Lo, K., Egan, K. A., Grant, M., & Rhome, A. (2003). Strategies for teaching loss, grief, and bereavement. Nurse Educ, 28(2), 71-76 https://doi.org/10.1097/00006223-200303000-00009
  23. Miles, M. S. (1980). The effects of a course on death and grief on nurse's attitudes towards dying patients and death. Death Educ, 4(3), 245-260 https://doi.org/10.1080/07481188008252974
  24. Ministry of Health and Social Affairs in Korea. (2003). http://www.nso.go.kr
  25. Son, S. H. (1996). Understanding of Death in Christianity and Korean Shamanism. Unpublished master's thesis, Chimryae University, Seoul
  26. Stephenson (1982). 'Q-Methodology, interbehavioral psychology and quantum theory', The Psychological Record, 3, 238-248
  27. von Gunten, C. F. (1996). Why I do what do. In L. Blank (Ed.), Caring for the dying: Identification and promotion of physician competency-educational resource and personal narratives. Philadelphia: American Board of Internal Medicine
  28. Wear, D. (2002). 'Face-to face with it' : medical student's narratives about their end-of-life education. Acad Med, 77(4), 271-277 https://doi.org/10.1097/00001888-200204000-00003
  29. Woo, J. G. (1998). An existential study for death education. Unpublished master's thesis, Korea University, Seoul, Korea