Strategies for Teaching Loss, Grief, and Bereavement

Matzo, Marianne; Sherman, Deborah Witt; Lo, Karen; Egan, Kathleen A.; Grant, Marcia; Rhome, Anne

doi:10.1097/00006223-200303000-00009

Cited by 44 publications

(33 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Scholars have also emphasized pedagogical strategies to teach loss, grief, and bereavement to students in human service areas by exploring their personal and professional experiences involving death (e.g., Matzo, Sherman, Lo, Egan, Grant, & Rhome, 2003). The main purpose of this present research is, therefore, to contribute to enhancing death education for human service students in South Korea by establishing baseline information regarding their more-or-less general perception of 872 H. J.…”

mentioning

confidence: 99%

The Perception of Good Death Among Human Service Students in South Korea: A Q-Methodological Approach

Lee

Chee

et al. 2008

Death Studies

View full text Add to dashboard Cite

The purpose of this study was to examine the subjective opinions of Korean college students about good death. Q methodology was used to analyze 34 Q-statements from 37 respondents who majored in social work, nursing, or education at a university in South Korea. With the use of a PC-QUANL software package, 4 types of perceptions about good death were identified. They are: (1) a resolute acceptance type; (2) a reasonable, natural lifespan type; (3) a relational, sentimental type; (4) and an altruistic, satisfied type. Results of this study indicate that approaches to death education need to be differentiated to take into account this typology and the characteristics of the students that fall into each category.

show abstract

mentioning

confidence: 99%

The Perception of Good Death Among Human Service Students in South Korea: A Q-Methodological Approach

Lee

Chee

et al. 2008

Death Studies

View full text Add to dashboard Cite

show abstract

“…Grief reactions are often shaped by cultural norms (Matzo et al 2003), with the cultural norm regarding death in acute hospitals manifesting itself in silence (Redinbaugh et al 2003) and secrecy (Costello 2006). The literature suggests it is important that clinical educators recognise a student's response to patient death and that an environment is created that legitimises emotional reactions and enables discussion (Shanfield 1981, Redinbaugh et al 2003, Williams et al 2005, Gerow et al 2010, Kelly & Nisker 2010, Williams 2013, thereby facilitating an ability to cope.…”

Section: Contrasts In Reactionmentioning

confidence: 99%

“…In turn, this may lead to inadequacies in meeting the psychosocial needs of dying patients (Matzo et al 2003, Rich 2005, Willard & Luker 2006. Whilst elements of palliative care are permeating acute hospitals, death remains 'taboo' and is often feared (Rich 2005), consequently the transition from providing life-sustaining treatments to implementing a 'good death' is often poor, which is potentially distressing for patients, relatives and staff (Yang & McIlfatrick 2001, Matzo et al 2003, Willard & Luker 2006, Espinosa et al 2010.…”

Section: Introductionmentioning

confidence: 99%

“…Caring for the dying patient in hospital can be rewarding (Costello & Trinder-Brook 2000, Matzo et al 2003, Rich 2005 and provide opportunity for personal growth (Yang & McIlfatrick 2001). However, the difficulties in identifying and implementing appropriate care plans to facilitate a 'good death' can also be traumatic (Costello 2006) and may manifest as either emotional or physical reactions (Rich 2005, Moores et al 2007, Halpern et al 2009).…”

Section: Introductionmentioning

confidence: 99%

“…However, the difficulties in identifying and implementing appropriate care plans to facilitate a 'good death' can also be traumatic (Costello 2006) and may manifest as either emotional or physical reactions (Rich 2005, Moores et al 2007, Halpern et al 2009). Emotional distress may have long-term detrimental effects both personally and professionally such as post-traumatic stress disorder, burnout, reduced clinical effectiveness (Matzo et al 2003, Clouder 2005, Rich 2005, Halpern et al 2009, Shorter & Stayt 2009) and professional compassion fatigue (Wilson & Kirshbaum 2011, Melvin 2012). Such distress may also limit emotional engagement and thereby contribute to lack of support and compassion for the dying patient and/or their family (Matzo et al 2003, Espinosa et al 2010, Melvin 2012).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Passing Away: An Exploratory Study into Physiotherapy Students' Experiences of Patient Death whilst on Clinical Placement

Powell

Toms

2014

International Journal of Practice-based Learning in Health and

View full text Add to dashboard Cite

Objectives: Physiotherapy students returning to university following clinical placement commonly reported encountering patient death and often appeared traumatised by the experience. This exploratory study focuses on three main areas: students' experiences of patient death, their feelings and how they coped.Design: A qualitative research design utilised focus groups to explore students' experiences of patient death. Sessions were audio-taped, transcribed verbatim and underwent independent thematic analysis by the authors. Categories and themes were then agreed.Participants: Two consecutive final year cohorts were invited to participate in this qualitative study. This resulted in a purposive sample of 15 Physiotherapy students.Findings: Five overlapping themes emerged: emotional distress, contrasts in reactions, desire to respond professionally, coping strategies and contextual risk factors. Students reported not only descriptions of the patient's death but also the perceived contrast between their reactions and those of experienced staff. The latter were described as 'insensitive' and 'blasé'. This contrast resulted in a breakdown in communication and a suppression of students' reactions as they did not want to appear 'silly' or 'unprofessional'.There is increasing recognition that effective management of patient death is an important part of health care. This study suggests that if placement is to be an effective learning environment for this aspect of practice then established healthcare professionals and educators need to be positive role models. Without this the values and skills that are necessary for providing quality end-of-life care may struggle to develop, as well as the culture of openness and transparency that is essential so that students no longer feel they have to hide their emotional distress.

show abstract

Death, dying, and bereavement in undergraduate dental education: A narrative review

Macdonald

Singh

Bulgarelli

2020

Journal of Dental Education

View full text Add to dashboard Cite

As the population ages, and bidirectional relationships between oral and general health become clearer, dentistry has to be prepared for the needs of older adults, including at end of life. Death does not only occur in geriatric populations however; death, dying and bereavement are issues that affect all patients and practitioners. Dental education is not preparing undergraduate students to meet clinical, spiritual, and psychosocial needs of patients and families requiring end‐of‐life care. Further, it does not prepare them for the emotional impact of death on their personal or professional lives. This review examines how death, dying, and bereavement could be integrated into undergraduate dental education. We conducted a narrative review using seven data bases, in English, up to 2018. We retrieved 159 papers, of which 36 were included and analysed thematically. The findings parse into two deductive and one inductive theme: 1. Supporting dental students experiencing death, dying, and bereavement; 2. Teaching death, dying and bereavement: curricula, content, and strategies; and 3. Fostering compassionate care in dental education. Health professions curricula are beginning to address how to support trainees experiencing death and dying in their personal lives and when working with patients and families. Dental education has been slow to adopt this trend. No robust studies addressing how best to educate and support learners and professionals were found. Future research should include an examination of what is currently included in training, and a study with educators and professionals to design how best to prepare learners in their training and practice.

show abstract

Strategies for Teaching Loss, Grief, and Bereavement

Cited by 44 publications

References 1 publication

The Perception of Good Death Among Human Service Students in South Korea: A Q-Methodological Approach

The Perception of Good Death Among Human Service Students in South Korea: A Q-Methodological Approach

Passing Away: An Exploratory Study into Physiotherapy Students' Experiences of Patient Death whilst on Clinical Placement

Death, dying, and bereavement in undergraduate dental education: A narrative review

Contact Info

Product

Resources

About