Death education in U.S. professional colleges: Medical, nursing, and pharmacy

Dickinson, George E.; Sumner, E.; Durand, Ronald P.

doi:10.1080/07481188708252174

Cited by 22 publications

(11 citation statements)

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“…Numerous studies have been performed surveying various medical, nursing, and pharmacy colleges to determine the amount of time and attention that end-of-life care education receives in their respective curricula. [2][3][4][5][6][7][8][9][10][11][12] As would be expected, those studies report an overall increased focus on end-of-life care education in US medical schools; however, little longitudinal research has been performed in other health professions' schools. 3,[6][7][8][9]11 Two studies conducted in 1985 investigated the status of death education in US colleges and schools of pharmacy as well as student involvement and instructor background.…”

Section: Introductionmentioning

confidence: 86%

“…Also, the newer arenas in which to practice pharmacy increases the likelihood that these practitioners will experience the death of patients. 4 The significance of this topic has also been recognized by the Accreditation Council for Pharmacy Education Standards and Guidelines for the Professional Program in Pharmacy Leading to the Doctor of Pharmacy Degree, which suggests that principles of end-of-life care and concepts of palliative care should be part of the pharmacotherapy foundation. 15 Furthermore, the American Society of Health-System Pharmacists (ASHP) has identified 6 areas in which to eliminate harm, waste, and disparities as part of their National Priorities Partnership; 16 1 of the 6 areas is that of palliative and end-of-life care.…”

Section: Introductionmentioning

confidence: 99%

“…3,[6][7][8][9]11 Two studies conducted in 1985 investigated the status of death education in US colleges and schools of pharmacy as well as student involvement and instructor background. 4,5 One study described survey results involving pharmacy, nursing, and medical schools; 4 the other study compared those survey results with the results of the same survey involving other health professional schools. 5 Sixty-eight percent of colleges and schools of pharmacy offered some type of death education, while 96% of medical schools and 95% of nursing schools offered death education in their curricula.…”

Section: Introductionmentioning

confidence: 99%

“…[2][3][4][5][6][7][8][9][10][11][12][13][14] Health care professionals are often on the front lines of death and dying, but may be ill-prepared by their professional education to help in these situations. Numerous studies have been performed surveying various medical, nursing, and pharmacy colleges to determine the amount of time and attention that end-of-life care education receives in their respective curricula.…”

Section: Introductionmentioning

confidence: 99%

“…5 Sixty-eight percent of colleges and schools of pharmacy offered some type of death education, while 96% of medical schools and 95% of nursing schools offered death education in their curricula. 4 In 2001, another survey of colleges and schools of pharmacy explored both didactic and experiential death education as well as instructional methods and faculty with a focus on end-of-life care. In this study, 62% of institutions reported didactic teaching in end-of-life care, and 58% of institutions reported experiential teaching in end-of-life care.…”

Section: Introductionmentioning

confidence: 99%

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Pharmacy Students' Attitudes Toward Death and End-of-life Care

Beall¹,

Broeseker

2010

American Journal of Pharmaceutical Education

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Objectives. To assess pharmacy students' attitudes toward death and end-of-life care. Methods. Third-year pharmacy students enrolled in the Ethics in Christianity and Health Care course were administered a survey instrument prior to introduction of the topic of end-of-life care. Students' attitudes toward different professions' roles in end-of-life care and their comfort in discussing end-oflife issues were assessed. The survey instrument was readministered to the same students at the end of their fourth year. Results. On most survey items, female students responded more favorably toward death and end-of-life care than male students. One exception was the perceived emotional ability to be in the room of a dying patient or loved one. Post-experiential survey responses were generally more favorable toward death and end-of-life care than were pre-discussion responses. Conclusions. In general, when surveyed concerning death and end-of-life care, female students responded more favorably than male students, and responses at the end of the fourth year were more favorable than at the beginning of the course.

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Section: Introductionmentioning

confidence: 86%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Pharmacy Students' Attitudes Toward Death and End-of-life Care

Beall¹,

Broeseker

2010

American Journal of Pharmaceutical Education

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Human gross anatomy: A crucial time to encourage respect and compassion in students

1995

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We suggest four ways in which human gross anatomy instructors can reinforce respect and compassion in students. First, encourage respectful language in the laboratory. The term “donor” should be used instead of “cadaver” or “corpse” in referring to the donated body because this promotes appreciation for the students' first “patient.” Second, provide the students with the actual name, age, history, and likely cause of death of the donor so that they more fully appreciate the donor as having once been a living human being. Third, prompt students to explore feelings and discuss topics stimulated by the intense experience of human dissection. Suggested topics include the students' feelings about dissecting a human being, the difficulty in deciding to donate one's body, the central importance of anatomy to a medical practitioner's role, and the historical development of the study of anatomy. Fourth, hold a memorial ceremony, in which both students and faculty participate, as a positive closure to an emotionally and intellectually intense course. Additionally, a ceremony reinforces salutary values in students, enhances social bonding among students, and encourages their appreciation of various cultural and religious beliefs. These methods introduce a new dimension of experience for anatomy students. We have developed these methods in response to what we view as a negative trend in the medical profession in which health care becomes technical and patients become objects. It is our role as faculty to reinforce respectful and compassionate attitudes in medical students from the very beginning. © 1995 WiIey‐Liss, Inc.

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Grief counseling training in counselor preparation programs in the United States: A preliminary report

Humphrey

1993

Int J Adv Counselling

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A survey of counselor preparation programs was conducted to document the status of grief counseling training in the United States. Respondents gave their opinion about the importance of teaching grief counseling and their reasons for including/not including grief counseling in their curricula. Specific information about the manner in which grief counseling is currently being addressed in counselor preparation programs was also gathered. Results from 135 programs indicated that training in grief counseling is considered important by most respondents, most programs do address grief counseling, and grief counseling is taught primarily by infusing the topic into various courses. Class lecture/discussion was the most frequently reported method for teaching grief counseling. Suggestions for further research on grief counseling training are included. Grief counseling training in counselor preparation programsIdentification of loss events and facilitation of grief resolution has received increasing attention in the psychological literature over the last 20 years. Most of that attention has centered on bereavement: the experience of grief following the death of a significant other. Bereavement theories and models have evolved which identify stages (

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Death education in U.S. professional colleges: Medical, nursing, and pharmacy

Cited by 22 publications

References 1 publication

Pharmacy Students' Attitudes Toward Death and End-of-life Care

Pharmacy Students' Attitudes Toward Death and End-of-life Care

Human gross anatomy: A crucial time to encourage respect and compassion in students

Grief counseling training in counselor preparation programs in the United States: A preliminary report

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