Comparison of Attitudes of Nursing Students toward Death, Self-esteem and Life Satisfaction according to Clinical Experience

Kim, Soon Hee; Kim, Dong Hee; Son, Hyun-Mi

doi:10.14475/kjhpc.2011.14.3.144

Cited by 10 publications

(1 citation statement)

References 9 publications

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“…Another comparison study by Kim, Kim and Son (2011) on nursing students' attitudes toward death, self-esteem, and life satisfaction according to clinical experience also had been done. This study revealed that students with clinical experience had significantly higher self-esteem and life satisfaction than those without it.…”

Section: Nursing Students' Clinical Experiencementioning

confidence: 99%

Nursing Students’ Perceived Effective Clinical Teachers’ Behaviors

Mukan

Kulai

Nor

2021

AJUE

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Clinical teaching is a core component of nursing education. The clinical teachers’ roles and responsibilities are to supervise clinical activities and empower students to gain clinical competency and skills. The nursing students’ perspective of effective clinical teachers’ behavior is an important indicator of facilitating and improving clinical education quality. This paper explored diploma nursing students’ perceived importance of effective clinical teaching behavior in helping their learning. A total of 165 nursing students from various levels of their diploma in nursing program from Universiti Teknologi MARA (UiTM) were invited to participate. A self-administered questionnaire was employed to collect demographic data and students' perceptions of effective clinical teacher behaviors and their importance on learning outcomes using the Nursing Clinical Teaching Effectiveness Inventory (NCTEI). The study results indicated that nursing students perceived evaluation as the most important effective clinical teaching behavior, while personal characteristics are the least important effective clinical teaching behavior. The results showed a significant positive relationship between the frequency of effective clinical teaching behavior used and the level of importance of effective clinical teaching behavior for all five criteria. This information can be used to improve faculty awareness of students’ views on clinical teaching performance and as a guide for the clinical instructor to develop and revise the clinical teaching approach in the clinical setting. Behavior perceived to be effective should be incorporated into clinical instructor practice, thereby maximizing students' learning experiences in the clinical setting. Keywords: Effective Clinical Teaching Characteristics, Clinical Teaching In Nursing, Clinical Teaching Behaviour

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Section: Nursing Students' Clinical Experiencementioning

confidence: 99%

Nursing Students’ Perceived Effective Clinical Teachers’ Behaviors

Mukan

Kulai

Nor

2021

AJUE

View full text Add to dashboard Cite

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Comparison of Attitudes toward Death among Nursing Students from South Korea, Japan and Indonesia

Lee

et al. 2012

Korean J Hosp Palliat Care

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This study was performed to compare nursing students' attitudes toward death among South Korea, Japan and Indonesia, and to confirm the need for death education in nursing. Methods: A total of 294 nursing students completed a questionnaire titled as the Death Attitude Profile-Revised (Wong, Recker, Gesser. 1994). Participating students were from two nursing schools in South Korea, two in Japan and one in Indonesia. Data were analyzed by using descriptive statistics and inferential statistics including, χ 2-test, ANOVA and multiple comparison analysis. Results: The total mean score of the DAP-R for the three countries combined was 3.84±0.73. By country, the mean was the highest for Indonesian students (4.32±0.71), followed by Korean (3.75±0.57) and Japanese (3.56±0.70) respectively. In relation to subcategories, Indonesian students showed the highest mean score for death avoidance (3.67±1.38) and approach acceptance (5.37±1.00). Korean students marked the highest (5.51±0.91) in neutral acceptance and Japanese students scored the best (3.63±1.46) in escape acceptance. Nursing students who had an experience of caring terminally ill patients tended to be affirmative in approach acceptance (P=0.047). There were significant differences in each of the four subcategories except fear of death among the three countries (P＜0.001). Conclusion: The above results indicate it is necessary to develop education programs based on each country's social and cultural background to help nursing students form desirable attitudes toward death.

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The Effects of Attitude to Death in the Hospice and Palliative Professionals on Their Terminal Care Stress

Yang

Kwon

2015

Korean J Hosp Palliat Care

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Purpose: This study was conducted to explore the effects of attitude to death in hospice and palliative professionals on their terminal care stress, and to analyze relationships among variables related to the two aforementioned parameters, such as depression and coping strategies. Methods: Participants were 131 hospice and palliative professionals from the cancer units of two tertiary hospitals and two general hospitals, two hospice facilities, two geriatric hospitals, and two convalescent hospitals in J province. Data were collected from April through June 2015 and analyzed using t-test, factor analysis, ANOVA (Scheffé test), ANCOVA, and Pearson's correlation and a path analysis using the SPSS/WIN 21.0 and AMOS 18.0 programs. Results: The score for attitude to death was low (2.63), and that for depression was 0.45. Among all, 16.0% of the participants showed need for depression management. They scored 3.82 on terminal care stress. The subcategory with the highest mark was inner conflicts on limitation given availability of medical services (4.04). The score on coping strategy was low (3.13). They used passive coping strategies such as interpersonal avoidance (4.03), fulfilling basic needs (3.65) such as sleeping or eating. Attitudes to death had a direct negative effect on the terminal care stress level and indirectly affected through depression and fulfilling basic needs (CS2). Conclusion: It is necessary to provide hospice and palliative professionals with education on death and dying, as well as access to programs that provide emotional support and promote positive cognition of death and dying.

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Comparison of Attitudes of Nursing Students toward Death, Self-esteem and Life Satisfaction according to Clinical Experience

Cited by 10 publications

References 9 publications

Nursing Students’ Perceived Effective Clinical Teachers’ Behaviors

Nursing Students’ Perceived Effective Clinical Teachers’ Behaviors

Comparison of Attitudes toward Death among Nursing Students from South Korea, Japan and Indonesia

The Effects of Attitude to Death in the Hospice and Palliative Professionals on Their Terminal Care Stress

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