Nursing teachers teaching about death: challenge in the academic process

Abstract

Objective: to understand the strategy used by nursing teachers for teaching about death in theoretical and practical activities of the Nursing Course. Methods: qualitative research with 14 Nursing teachers, through sampling by data saturation in a public institution of higher education. A semi-structured interview was used for data collection and Content Analysis was performed. Results: the teachers believed to be relevant teaching about death, however, many do not do it, highlighting as a limitation the bond with the patient, death in childhood, the feelings, personal values and the absence of specific disciplines. Conclusion: the way death is perceived influences the approach of this theme in teaching Nursing. Descriptors: Education; Death; Nursing. Objetivo: compreender a estratégia utilizada por docentes enfermeiros para o ensino acerca da morte em atividades teórico-práticas do Curso de Enfermagem. Métodos: pesquisa qualitativa, com 14 docentes em Enfermagem, por meio da amostragem por saturação de dados, em instituição pública de ensino superior. Utilizou-se a entrevista semiestruturada para coleta de dados e realizada Análise de Conteúdo. Resultados: as docentes acreditavam ser pertinente ensinar sobre a morte, entretanto, muitas não o fazem, destacando como limitação o vínculo com o paciente, a morte na infância, os sentimentos, valores pessoais e ausência de disciplinas específicas. Conclusão: a forma como a morte é percebida influencia na abordagem dessa temática no ensino em Enfermagem. Descritores: Educação; Morte; Enfermagem. *Article extracted from the dissertation "Representações sociais sobre a morte para docentes enfermeiros e suas influências no ensino",

Planning and development of empathic educational pedagogical practice in the process of death and dying: A pilot test

“…It is not uncommon to find this theme overshadowed in the course syllabus, besides the teachers' fragility guided by the limitation of knowledge about the theme, personal feelings and values, and the absence of specific disciplines for this discussion. [21] Given this scenario, this study shows that educational strategies based on empathy bring the opportunity for the student to temporarily dive into the narrated story, reveals the opportunity to develop some important skills in the process of death and dying, especially in identifying the feelings involved in this process, approaching the reality of the other, identifying the stages of mourning and, especially, developing active listening.…”

“…[10,17,23,28,31] Supporting and welcoming bereaved people has been a great challenge and still an arduous task for health professionals, future professionals and undergraduate teachers. [3,21] That said, the students' statements pointed out in the observations, where they mention the difficulties in starting the pedagogical practice. This reinforces the need and the importance of discussing this theme as soon as possible in the curricular disciplines of undergraduate courses.…”

“…This is because the teacher is a human being, with many other experiences of suffering, weaknesses and insecurities imposed by society, influenced by beliefs, culture, religion, perception of life, among other aspects. [3,21] Adding to this reality, it faces the student's experience as a social being and belonging to a world of different beliefs about this subject. [22][23][24] This information is highlighted in this study, which shows that the meanings of death involve emptiness, loss and end.…”

“…They also reinforce that this moment must be focused on effective communication, enabling active listening, capable of giving the professional the opportunity to develop empathy, respect and authenticity in welcoming these people. [21,23] These competencies and skills help the family to elaborate the grief, make the moment more humanized and welcoming for the family and safer for the team. [10,17,23,28,31] Supporting and welcoming bereaved people has been a great challenge and still an arduous task for health professionals, future professionals and undergraduate teachers.…”

Projeto educacional sobre terminalidade da vida para graduandos da área da saúde

“…Grande parcela dos alunos relatou uma carência no currículo das suas graduações no quesito de como o profissional da área da saúde lida com o processo de morte, podendo até comprometer e limitar a sua atuação quando graduado, corroborando com os estudos de Lima e Nietsche (2016) 22 . No primeiro dia do projeto, os acadêmicos participantes ainda informaram possuir um conhecimento fragmentado e lacunas sobre o processo de morte, podendo tal fato ser atribuída à insatisfatória experiência no âmbito universitário 23 .…”