Downe-Wamboldt B, Tamlyn D
School of Nursing, Dalhousie University, Halifax, Nova Scotia, Canada.
Death Stud. 1997 Mar-Apr;21(2):177-88. doi: 10.1080/074811897202065.
The purpose of this study was to identify and describe the availability of death education, including teaching and evaluation methods, specific content areas, issues being addressed, and the background and expertise of the faculty members involved in teaching death and dying content. A questionnaire was developed based on the current literature and sent to 80 faculties of nursing and 36 faculties of medicine in Canada and the United Kingdom. The majority of nursing and medical schools that responded to the survey included death education, an integrated approach, through all years of their programs. Despite recent criticisms of Kubler-Ross's model of grieving, the majority of programs reported using her theory most frequently. The findings identify the current status of death education for health professionals in Canada and the United Kingdom, and implications for curriculum changes are discussed.
本研究的目的是确定并描述死亡教育的可得情况，包括教学与评估方法、具体内容领域、所涉及的问题，以及参与死亡与濒死内容教学的教员的背景和专业知识。根据现有文献编制了一份问卷，并发送给加拿大和英国的80所护理学院和36所医学院。对调查做出回应的大多数护理学院和医学院在其整个课程体系中都纳入了死亡教育，采用的是综合方法。尽管最近有人批评库伯勒-罗斯的悲伤模型，但大多数课程报告称最常使用她的理论。这些研究结果确定了加拿大和英国卫生专业人员死亡教育的现状，并讨论了对课程改革的启示。
