College of Nursing, Sungshin Women's University, Republic of Korea.
Department of Nursing, KC University, 47, Kkachisan-ro 24-gil, Gangseo-gu, Seoul 07661, Republic of Korea.
Nurse Educ Today. 2022 Apr;111:105304. doi: 10.1016/j.nedt.2022.105304. Epub 2022 Feb 19.
Witnessing the death and dying of patients is a strong, often overwhelming experience during clinical practice. It is necessary to explore how nursing students experience care for dying patients and to understand their perceptions of death and dying.
This study aimed to explore the experiences of nursing students who witness dying patients and terminal care in their clinical practice.
A qualitative study using focus group discussion methodology.
SETTING(S): A university in Seoul, South Korea.
A total of 16 nursing students with more than 1 year of clinical practice experience participated. Their median age was 21.9 years (range 21-24), and all were women.
A qualitative study using three focus groups (10 juniors in two focus groups and 6 seniors in one focus group) was conducted from December 2018 to January 2019. Data were analyzed using the Colaizzi analysis method.
The analysis resulted in 26 themes, 9 theme clusters, and 3 categories. Three categories emerged: 1) Experience the distance death up close; 2) Dilemma at the end of life; and 3) Strategy on a better end to life.
For nursing students, it is necessary to develop and apply internal and external reinforcement programs on providing person-centered care so that they can accept the death of others with equanimity. Nursing students, who are future nurses, should receive education covering various aspects of clinical scenarios involving dying patients and their family members.
在临床实践中，目睹患者的死亡是一种强烈而常常令人难以承受的体验。因此，有必要探讨护理学生在照顾临终患者时的体验，并了解他们对死亡的看法。
本研究旨在探讨护理学生在临床实践中目睹临终患者和接受终末关怀的体验。
采用焦点小组讨论方法的定性研究。
韩国首尔的一所大学。
共有 16 名具有 1 年以上临床实践经验的护理学生参加。他们的中位年龄为 21.9 岁（范围 21-24 岁），均为女性。
2018 年 12 月至 2019 年 1 月进行了一项定性研究，使用了 3 个焦点小组（2 个焦点小组各有 10 名低年级学生，1 个焦点小组有 6 名高年级学生）。使用 Colaizzi 分析法对数据进行分析。
分析产生了 26 个主题、9 个主题群和 3 个类别。三个类别包括：1）近距离体验死亡；2）生命末期的困境；3）更好地结束生命的策略。
对于护理学生来说，有必要制定并实施内部和外部强化方案，以便他们能够以平和的心态接受他人的死亡，为患者提供以人为本的护理。护理学生是未来的护士，应该接受涵盖与临终患者及其家属相关的各种临床场景的教育。
