• Journal of Korean Critical Care Nursing
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• v.13 no.1
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• pp.76-86
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• 2020

Purpose : The purpose of this study was to identify the extent to which nurses' death perceptions, death anxiety, and stress associated with terminal care affects their attitudes toward terminal care. Method : A total of 214 nurses were asked questions about characteristics, death perceptions, death anxiety, stress associated with end-of-life care, and terminal care attitudes, using structured questionnaires. The data were analyzed using descriptive analysis, t-test, ANOVA, Scheffé's test, Pearson's correlation coefficients, and stepwise multiple regression. Results : Factors influencing terminal care attitudes in participants were positive meaning associated with death, respect for life, final education, end-of-life nursing education experiences, stress associated with end-of-life care, death anxiety, and position. These factors explained 38.7% of variance in participants' terminal care attitudes (F=20.18, p<.001). Conclusion : In order for nurses to have a positive attitude toward terminal care, it is necessary to raise positive awareness about death and respect for life, and it is necessary to develop various educational programs and strengthen their capacity through continuous education.

• The Journal of Korean Academic Society of Nursing Education
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• v.16 no.1
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• pp.72-82
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• 2010

Purpose: The purpose of this study is to understand the meaning of dignified dying expressed by undergraduate nursing students. Method: Data were collected by in-depth interviews with fifteen nursing students. Conventional qualitative content analysis was used to analyze the data. Result: There were six major themes and eleven sub-categories from the analysis. Six major themes include death with no artificial life support, obedient death as a human nature, death with family members, meaningful death, no self destructive death, and sympathized death receiving from health care providers. Conclusion: The result of this study suggests that the nursing curriculum related to dignified dying can be developed and may affect the teaching and learning settings to improve end-of-life care performance among undergraduate nursing students, as well as, students in human service areas and health care providers.

• Journal of Digital Convergence
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• v.16 no.10
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• pp.271-279
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• 2018

This study attempted to identify and the relationship between death consciousness and awareness of good death of nursing students who have experienced clinical practice. The data collection was conducted for a total of 205 students from June 1 to June 15, 2018, who are 111 students in third grade and 94 students in fourth grade at S City of C university. Death consciousness and awareness of good death were both normal. Death consciousness according to general characteristics was the experience of thought about death(t=.559, p=.002), and awareness of good death was death education(t=.777, p=.018) and statistically significant difference in understanding death(F=2.964, p=.033). There was a positive correlation between grade and awareness of good death(r=.161, p=.021), but there was no correlation between death consciousness and awareness of good death(r=-.71, p=.311). As a result of this study, it was able to understand the death consciousness and awareness of good death, the importance of death thought and death education of nursing college students who experienced clinical practice, and the needed to repeated research for nursing education and relationship confirmation to improve the death consciousness and awareness of good death.

• Korean Journal of Child Education & Care
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• v.18 no.4
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• pp.213-225
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• 2018

Objective: Research on children's death concepts requires an approach considering social and cultural context. A qualitative method is necessary to explore children's cognitive process of understanding death. Thus, this study, to overcome the limitations of the quantitative approach based on the deductive logic led by adult researchers, adopted a qualitative research method. Methods: The data collection, referring to the theories of Corr and Balk (2010) and Smilansky (1987), used Death Concept Questionnaire. Each structured question was followed by open follow-up questions to explore how children understood each concept of death. Results: The results showed that participant children were still lacking in the acquisition of death sub-concepts. The qualitative result from open interview showed how children can and can not acquire the concepts of death. Conclusion/Implications: The study could be used in future development of death education programs for children. Based on the results of this research, it is necessary to develop programs for children's death education, which would help them coping with death related anxiety and loss experiences.

• Journal of Hospice and Palliative Care
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• v.14 no.4
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• pp.204-211
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• 2011

Purpose: This study used a nonequivalent control group pre-post test design to analyze how a death preparation education program helps middle-aged adults deal with life and death anxiety. Methods: We studied 83 adults at the age of 40 to 65 years. An experimental group of 38 people participated in the death preparation education, and a control group of 45 people did not. The death preparation program comprising four sections was given for four hours per week, and the program ran for 11 weeks. Data were analyzed by descriptive statistics, t-test, ${\chi}^2$ test, Fisher's exact test, and ANCOVA using SPSS version 17.0. Results: The death anxiety score of the experimental group was significantly lower than that of the control group (P<0.000). The quality of life did not show significant difference between the experimental and control groups (P=0.188). Conclusion: It was confirmed that the death preparation education program is effective in alleviating death anxiety. Although the program was confirmed as a necessity for the middle-aged adults, repeated observations with a wider range of experimental group is needed to collect objective and solid data. Death preparation education for middle-aged adults is expected to be more widely provided, starting from local health facilities.

• The Journal of the Korea Contents Association
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• v.12 no.7
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• pp.215-222
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• 2012

The purpose of this study was to examine the impact of education for welldying on the death anxiety and death reception of care workers who were most closely linked to death among workers who were engaged in senior welfare. It's basically meant to let care workers have a good understanding of death, death process and death-related factors to help elderly people close their life in a comfortable manner. The subjects in this study were the care workers who worked in J nursing home in the region of Gwangju. They received education in nine sessions, once a week, and the collected data were analyzed by the statistical package 15.0. The statistical analysis methods used in this study were reliability analysis, descriptive statistics analysis, t-test and ANOVA. The findings of the study were as follows: First, the welldying program participants showed a decrease in death anxiety. Second, the welldying program participants became more receptive to death.

• Journal of Korean Academic Society of Home Health Care Nursing
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• v.20 no.1
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• pp.63-71
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• 2013

Purpose: This study was performed to identify nursing college students' attitudes towards death and was conducted as a pre-investigation to prepare them for coping with terminally ill patients in their clinical practice. Methods: The subjects consisted of 321 nursing students. Their attitudes towards death were measured by using the Collett-Lester Fear of Death Scale(CLFODS). The data obtained were analyzed by using the one-wayANOVA and Duncan's multiple test using the SAS 9.2 soft ware program. Results: The mean CLFODS score was 2.99. Among the 4 subscales, there were significant differences among the students with respect to grade, indirect experience of death, social isolation, daily life stress, and suicidal ideation in the past year. Conclusion: A negative attitude towards death was observed in the psychosocial characteristics, with indirect experience of death, social isolation, daily life stress, and suicidal ideation in the past year. It is necessary to educate students on how to care for dying patients before clinical practice. This education can be carried out by developing a death education program after considering the above mentioned psychosocial characteristics noted in this study.

• The Journal of Korean Academic Society of Nursing Education
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• v.26 no.1
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• pp.56-66
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• 2020

Purpose: The purpose of this study was to explore nursing students' experiences with patient deaths during clinical practice. Methods: The participants were ten nursing students who had experienced patient deaths during clinical nursing practice at a university hospital in Korea. Individual in-depth interviews were conducted, and the data were analyzed using the content analysis method suggested by Graneheim and Lundman (2004). Results: The participants' experience was structured into six categories: experiencing various emotions in facing patient deaths, viewing oneself as a nursing student at the scene of a patient's death, thinking about death again, finding a pathway of understanding and support for patient death experiences, impressions and regret felt while actually observing terminal care, and picturing oneself as a future nurse dealing with a patient's death. Conclusion: Based on this study, stress management and self-reflection programs are suggested for nursing students who have experienced patient deaths. Practical nursing education for patient death and end of life care is also needed.

• Journal of Korean Public Health Nursing
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• v.13 no.1
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• pp.114-127
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• 1999

In order to care the persons who are dying a nurse should first solve her / his own conflicts about death. and be aware of their own concepts of death and dying. In order to find out patient's spiritual needs and to give better spiritual nursing care. a nurse should know her / his own spiritual needs and be aware of their own concepts of spiritual nursing problems. To improve nurse's understanding towards death and dying and nurse's knowledge towards spiritual needs and spiritual nursing care. 14 weeks(two hours a week) spiritual nursing care education was given to 3th grade baccalaureate nursing college student. Before and after spiritual nursing care education. 30 items of prepared questionare focused on the attitudes toward death and dying was asked. Pre and post results are as follow ; 1. The dying patient's emotional and physical needs. There was no significant difference between pre and post educated groups. Both of the situations. they agreed upon$(69.64\%)$ that the dying patients have high emotional and physical needs to solve. 2. Telling the truth of dying process. There was no significant difference between pre educated group$(53.33\%)$ and post educated group$(55.95\%)$. 3. Attitudes of medical personnels. There was no significant difference between pre$(51.49\%)$ and post educated groups $(53.87\%)$. These responses indicate that nursing college student didn't have enough experiences on dying patients care. 4. General attitudes on death and dying. Number of nursing students who were thinking positively toward death and dying were Increased (pre $39.68\%$. post $45.44\%$) and who were thinking negatively toward death and dying were also decreased (pre $37.30\%$. post $33.93\%$). 5. Attitudes toward mechanical assistance for life-expanding of helpless patient. There was a significant difference between pre and post educated groups. About $34.13\%$ of them approved upon mechanical assistance for life and about $33.14\%$ of them disapproved. 6. Attitudes of family members of dying patient. There was no significant difference between pre and post educated groups. About $45.24\%$ of both groups, agreed upon that the family members feel annoyed with dying patients and about $22.42\%$ of both groups disagreed. Whether they received the spiritual nursing education or not, they were aware of that the family members feel annoyed with dying patients. 7. Special facility and educational preparation for dying patient. There was a significant difference between pre$(82.14\%)$ and post$(90.87\%)$ educated groups. These responses indicated that after they received the education, they felt more about the necessity of special facility and educational preparation for the death and dying patients. 8. Special facility and welfare system for the old. There was a significant difference between pre$(58.33\%)$ and post$70.64\%$ educated groups. There responses indicated that after they received the education, they felt more about the necessity of special facility and welfare systems for the old.

• The Korean Journal of Emergency Medical Services
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• v.12 no.2
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• pp.27-36
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• 2008

Purpose : This study aims at analyzing perception of death anxiety among juniors and seniors majoring in emergency medical technology to provide data which can contribute to curricular design associated with death that meets characteristics of the students majoring in emergency medical technology as pre-service emergency medical technicians. Methods : This study was conducted with 210 students as juniors or seniors majoring in emergency medical technology at four colleges in some regions(Yeongnam district), finally using 177 copies for data processing. Data collection was carried out from April 11 through May 16, 2008, Analysis was performed using frequency analysis, t-test, and ANOVA. Statistical processing was implemented using an SPSS WIN 15.0 program. Results: 1. 83.6% of students majoring in emergency medical technology had no experience in getting learning about death. 58.7% were afraid of death 'because they would be sad to be separated from things they loved,' 2. The general degree of death anxiety measured in the four-point scale was 2.54(.33). 3. As for differences in death anxiety among students majoring in emergency medical technology by grades, seniors(2.64) showed a lower score for anxiety than juniors(2.74) in terms of 'anxiety about others' death.' 4. As for differences in death anxiety among students majoring in emergency medical technology by gender, female students(2.64) showed a higher degree of death anxiety than males students(2.44), Conclusion : It is necessary to develop education and programs associated with death anxiety in order to reduce fear and anxiety about death and accept one's own death in a positive way through patients in imminent death.