Maestro-González Alba, Zuazua-Rico David, Villalgordo-García Salvador, Mosteiro-Díaz Maria-Pilar, Sánchez-Zaballos Marta
Hospital Universitario Central de Asturias, Instituto de Investigación Sanitaria del Principado de Asturias, Faculty of Medicine and Health Sciences, University of Oviedo, Oviedo, Spain.
Hospital Universitario Central de Asturias, Faculty of Medicine and Health Sciences, University of Oviedo, Oviedo, Spain.
Nurse Educ Today. 2025 Feb;145:106486. doi: 10.1016/j.nedt.2024.106486. Epub 2024 Nov 9.
Nurses are the most involved healthcare professionals in end-of-life care. Although scientific evidence has demonstrated the effectiveness of specific education in this aspect, the optimal timing of its delivery has not been identified.
To determine the characteristics of fear of death and attitudes toward end-of-life care among nursing students during academic education.
This longitudinal observational study was conducted between October 2019 and June 2023.
A total of 486 questionnaires were administered to nursing students from two Spanish faculties.
A data collection sheet was developed to track various sociodemographic variables, which was distributed along with the Collett-Lester Fear of Death Scale and the Frommelt Attitude Toward Care of the Dying scale.
In the Frommelt Attitude Toward Care of the Dying scale, the lowest score for Factor I was observed in the third year (F(3,228) = 153.5, p < 0.001) and for Factor II in the second year (χ2(3) = 186.45, p < 0.001). The best attitude was demonstrated in the final academic year, with statistically significant differences. On the Collett-Lester Fear of Death Scale, the highest fear, both in the overall score and in all four factors, was noted in the first year and the lowest in the final year. We found a significant effect of time on the total score (F(3,300) = 7.43, p < 0.001), with differences observed between the first and other years (p < 0.001). The same pattern was found in Factor 3, fear of the death of others (F(3,300) = 18.7, p < 0.001), and in Factor 4, fear of dying of others.
It is suggested that education be provided on fear of death in the first year, person- and family-centered care in the second year, and end-of-life care in the third year, with interventions lasting more than two months.
护士是临终关怀中参与度最高的医疗保健专业人员。尽管科学证据已证明这方面特定教育的有效性，但其最佳实施时机尚未确定。
确定护理专业学生在学术教育期间对死亡的恐惧特征和对临终关怀的态度。
本纵向观察性研究于2019年10月至2023年6月进行。
对来自两所西班牙院校的护理专业学生共发放了486份问卷。
编制了一份数据收集表以跟踪各种社会人口统计学变量，并与科利特 - 莱斯特死亡恐惧量表和弗罗迈尔特临终关怀态度量表一起发放。
在弗罗迈尔特临终关怀态度量表中，第一年观察到因子I得分最低（F(3,228) = 153.5，p < 0.001），第二年因子II得分最低（χ2(3) = 186.45，p < 0.001）。最佳态度在最后一学年表现出来，差异具有统计学意义。在科利特 - 莱斯特死亡恐惧量表上，第一年总体得分及所有四个因子的恐惧程度最高，最后一年最低。我们发现时间对总分有显著影响（F(3,300) = 7.43，p < 0.001），第一年与其他年份之间存在差异（p < 0.001）。在因子3（对他人死亡的恐惧）（F(3,300) = 18.7，p < 0.001）和因子4（对他人 dying的恐惧）中也发现了相同模式。
建议在第一年提供关于死亡恐惧的教育，第二年提供以患者和家庭为中心的护理教育，第三年提供临终关怀教育，干预持续时间超过两个月。
