Changes in Attitudes and Practice toward Dying People after Completion of a U.K.-Based Distance Learning Death and Dying Course

Abstract

K260 is an Open University distance learning course in death and dying that incorporates historical, anthropological, sociological, and psychological approaches to death and dying. The course deals with principles and practices of palliative care, communication with dying people and their families, bereavement and grief, and moral, ethical, and legal issues involved in death and dying. Through a qualitative analysis of respondent written comments regarding how they would respond to a dying person, this study sought to determine how students felt their attitudes and practice had changed as a result of studying this course in terms of how they would respond to a dying person. Six themes emerged that individually and in combination highlight important ways in which respondents perceived their response toward a dying person had altered as a result of completing K260. These themes are awareness, understanding, and insight; individualized care and patient autonomy; self-awareness; ability to communicate emotionally; ability to communicate practically; and practical knowledge and resources developed.

Fostering Productive Social Interactions Using Asynchronous Activities

“…18 The majority of continuing medical education providers do not offer distance education programs, and those that do tend to rely primarily on printed materials and videoconferencing rather than online instruction. 23 However the initial research on distance-based medical education courses echoes the conclusions of the broader literature, finding that the online format allows for the development of awareness and understanding of sensitive communication issues, 24 critical thinking about knowledge and practice, 25,26 and active student involvement in learning relationships. 27 Research conducted in an online nursing ethics course reported that participants found the web-based discussions to be compelling and caused them to experience both cognitive dissonance and reflection on the issues presented.…”

Heart Follows Head: Influencing Violence-related Attitudes in the Classroom

“…Do specific courses, which influence "heads" by imparting knowledge, also have the same capability of changing hearts? Prior research has shown that college-level coursework can indeed influence students' attitudes as well as behaviors (e.g., Stake & Gerner, 1987;Bargad & Hyde, 1991;Stake et al, 1994;Sandys, 1995;Wright, Bohm & Jamieson, 1995;LeUnes, Bourgeois, & Grajales, 1996;Silverdale & Katz, 2003). For example, several researchers have found that interdisciplinary women's studies courses tend to have a liberalizing effect on students' attitudes toward women (Wilson, 1997;Macalister, 1999), and can have positive effects on both personal and professional development among both female and male students (Stake & Gerner, 1987;Stake et al, 1994).…”