Death education: sensibility for caregiving

Lima, Roberta de; Bergold, Leila Brito; Barbosa, Genesis de Souza; Ferreira, Márcia de Assunção

doi:10.1590/0034-7167-2017-0018

Cited by 16 publications

(18 citation statements)

References 13 publications

(18 reference statements)

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“…Furthermore, they expressed a desire to repeat the initiative in the future. The hospice professionals confirmed that the education initiative motivated them to improve their knowledge and competencies in their everyday work, much in the way that other healthcare professionals undergo continual training to improve their relational competencies [ 35 , 58 , 59 ]. Indeed, they stated that this initiative allowed them to improve both their teamwork skills and their knowledge of themes related to death education.…”

Section: Discussionmentioning

confidence: 95%

The Hospice as a Learning Environment: A Follow-Up Study with a Palliative Care Team

Testoni

Sblano

Palazzo

et al. 2020

IJERPH

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In Western society, the topic of death has been removed from everyday life and replaced with medical language. Such censorship does not reduce individuals’ fear of death, but rather limits their ability to elaborate their experiences of death, thus generating negative effects. The objective of this follow-up qualitative study was to detect how and if death education can help to improve individuals’ relationship with death and enhance care environments like hospices. Semi-structured interviews were conducted with palliative care professionals and teachers who had taken part in a death education initiative three years earlier. The results confirmed the initiative’s positive effect on both palliative care professionals and teachers. The participants reported that the education initiative helped them to positively modify their perspective on death, end-of-life care, and their own relationship to life, as well as their perception of community attitudes towards the hospice, which seemed to become less discriminatory. This study confirmed that school education initiatives can usefully create continuity between hospices and local communities. This project provided an educational space wherein it was possible for participants to elaborate their experiences in relation to death and to re-evaluate and appreciate hospices.

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Section: Discussionmentioning

confidence: 95%

The Hospice as a Learning Environment: A Follow-Up Study with a Palliative Care Team

Testoni

Sblano

Palazzo

et al. 2020

IJERPH

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“…Photography has also been used in the reflective educational sphere (4)(5)(6)(7) , in order to create images and form knowledge about the social sphere. In that sense, there are studies that have used participatory photography or Photovoice.…”

Section: Introductionmentioning

confidence: 99%

Using Photovoice to stimulate critical thinking: An exploratory study with Nursing students

Díaz

2020

Rev. Latino-Am. Enfermagem

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Objective: to explore the potentialities of the Photovoice methodology to stimulate critical thinking on Social Determinants of Health. Method: an exploratory and descriptive study with a qualitative approach, using different steps of the Photovoice methodology. Nursing students obtained photographs in their community, showing Social Determinants of Health, analyzed and classified the photographs, and exposed the results in the Nursing school. The students answered a questionnaire writing their perceptions. The data collected from the questionnaires were qualitatively analyzed. Results: 91 students participated in the study. Two main categories emerged from the data: Photovoice is a good methodology to stimulate critical thinking on Social Determinants of Health, and Photovoice is a good methodology to stimulate other skills (expressing beliefs and perceptions, stimulating creativity, developing research skills, strengthening ties with colleagues, and attracting attention). Conclusion: we explore the potentialities of the Photovoice methodology. It can be an original, simple and economical tool to stimulate critical thinking on Social Determinants of Health, and to stimulate other skills. Photovoice can be considered in teaching about aspects related to health/care in Nursing students, in order to promote critical thinking of future agents for a change in health.

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“…The last major theme -regarding willingness to reimplement the intervention -revealed that participants were indeed interested in repeating the experience in the future. Participants believed that introducing similar death education interventions in high schools would be worthwhile partly because it would allow hospice professionals to improve their knowledge and relational competencies in their everyday work, much as other healthcare professionals do [46][47][48][49][50]. The hospice staff stated that this intervention allowed them to improve both their teamwork skills and their knowledge concerning themes related to death education.…”

Section: Discussionmentioning

confidence: 99%

The hospice as a learning environment: A follow-up, qualitative study with palliative care professionals and school teachers involved in a previous death education intervention

Testoni¹,

Sblano²,

Palazzo³

et al. 2020

Preprint

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Background: In Western society, discussions about death have shifted from the domain of the everyday to the domain of medicine. Such censorship does not reduce the fear of death; rather, it deprives people of the means to elaborate their experiences of death, generating negative effects such as difficult mourning and stigmatisation of palliative care environments. The objective of this follow-up study was to detect whether and how death education can help to improve individuals’ relationship with death. Methods: This was a qualitative research study based on grounded theory. We conducted semi-structured interviews with both palliative care professionals and teachers who had taken part in a death education intervention three years earlier. The interviews were interpreted through thematic analysis. Results: The results confirmed death education’s positive effect for both palliative care professionals and teachers. These individuals reported that the education initiative helped them to positively modify their perspectives on death and dying, as well as their attitudes towards life. It also helped to improve community attitudes towards the hospice and its workers. Conclusions: This study confirmed that school education initiatives can create continuity between hospices and local communities. The death education project provided an educational space in which it was possible to elaborate experiences linked to death and to re-evaluate and appreciate hospices and their staff.

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Death education: sensibility for caregiving

Abstract: the method was considered applicable and effective to achieve the objective, that is, it enables learners to act as protagonists of the teaching-learning process, building together a new perspective of end-of-life care.

Cited by 16 publications

References 13 publications

The Hospice as a Learning Environment: A Follow-Up Study with a Palliative Care Team

The Hospice as a Learning Environment: A Follow-Up Study with a Palliative Care Team

Using Photovoice to stimulate critical thinking: An exploratory study with Nursing students

The hospice as a learning environment: A follow-up, qualitative study with palliative care professionals and school teachers involved in a previous death education intervention

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