Life and Death Care, Reflection and Teaching Practice Integrating New Coronavirus Pneumonia Issues

Life and Death Issues in the Post-epidemic Era - Life and Death Care, Reflection and Teaching Practice Integrating New Coronavirus Pneumonia Issues

The basics of life and death are further extended and can meet the life and death needs of clinical care, which is a breakthrough in the existing life and death courses and innovation. The research purposes of this article are (1) to develop a teaching plan for the "Life and Death Issues in the Post-Epidemic Era" course that incorporates the issue of COVID-19; (2) to explore the implementation process and qualitative and quantitative learning effects of "Life and Death Issues in the Post-Epidemic Era"; ( 3) Understand the researcher's reflections on teaching practice through learning reflection and learning effectiveness analysis results. The teaching methods used in this course include: teacher lectures, non-verbal and affective activities with expressive art media, learning by doing and "hands-on", audio-visual teaching, case studies and group discussions, collaborative teaching with teachers, and reflection. The researchers tried to use reflective theory and practice in course teaching, and through reflective writing exercises on issues, cultivate nursing students' understanding of life and death issues, face their own life attitude, death attitude and self-care, and acquire the basic ability of life and death care.

Study Overview

• Status: Active, not recruiting
• Conditions: Life and Death
• Intervention / Treatment: Other: life and death courses

Detailed Description

The world has been affected by the coronavirus for more than four years, with more than 400 deaths. Thousands of people die from the epidemic, which is an almost inevitable death issue for medical staff. However, nursing students lack internship experience and do not have enough opportunities to contact dying patients. They are faced with the sudden death of patients due to the outbreak and limited medical equipment. sex, the medical ethical choices that arise, and the impact on society and the medical field. In the past, life and death courses did not specifically discuss life and death issues related to the epidemic. Therefore, integrating current affairs issues related to the new crown epidemic can help us discuss the existing life and death issues. The basics of life and death are further extended and can meet the life and death needs of clinical care, which is a breakthrough in the existing life and death courses and innovation. The research purposes of this article are (1) to develop a teaching plan for the "Life and Death Issues in the Post-Epidemic Era" course that incorporates the issue of COVID-19; (2) to explore the implementation process and qualitative and quantitative learning effects of "Life and Death Issues in the Post-Epidemic Era"; ( 3) Understand the researcher's reflections on teaching practice through learning reflection and learning effectiveness analysis results. The teaching methods used in this course include: teacher lectures, non-verbal and affective activities with expressive art media, learning by doing and "hands-on", audio-visual teaching, case studies and group discussions, collaborative teaching with teachers, and reflection. The researchers tried to use reflective theory and practice in course teaching, and through reflective writing exercises on issues, cultivate nursing students' understanding of life and death issues, face their own life attitude, death attitude and self-care, and acquire the basic ability of life and death care.

• Study Type: Interventional
• Enrollment (Estimated): 60
• Phase: Not Applicable

Contacts and Locations

Study Locations

• Taiwan
  • Tainan, Taiwan, 721
    • Chang Gung Medical Foundation

Participation Criteria

Eligibility Criteria

• Ages Eligible for Study: Adult
• Accepts Healthy Volunteers: No

Description

Inclusion Criteria:

• Students who are willing to participate in this study and have taken courses in life and death

Exclusion Criteria:

• none

Study Plan

How is the study designed?

Design Details

• Primary Purpose: Other
• Allocation: N/A
• Interventional Model: Single Group Assignment
• Masking: None (Open Label)

Number of Arms

1

Arms and Interventions

Participant Group / Arm	Intervention / Treatment
Experimental: life and death care; Life and death issues in the post-epidemic era - Curriculum planning that integrates life and death care, reflective learning and teaching practice on the new coronavirus pneumonia issue, introducing 18-week theme courses, each course is 100 minutes	Other: life and death courses; Life and death issues in the post-epidemic era - Curriculum planning that integrates life and death care, reflective learning and teaching practice on the new coronavirus pneumonia issue, introducing 18-week theme courses, each course is 100 minutes

What is the study measuring?

Primary Outcome Measures

Outcome Measure	Measure Description	Time Frame
Nursing life and death professional knowledge	Based on the evaluation of end-of-life diseases (top ten non-cancer) and COVID-19's well-being indications and end-of-life symptoms Assessment and care, the grief and needs of dying patients and their families, the cultural, social and psychological significance and functions of funeral rituals, 20 knowledge test questions on funeral culture and religious healing behaviors of various religions and medical ethics and moral dilemmas, etc.	Tests for the first and eighteenth weeks of the course
life attitude scale	This study used the short version of the Life Attitude Scale to measure students' attitude towards life before and after the course (Xie and Pan, 2015). The scale includes six dimensions, namely: ideals, autonomy, love and care, and sense of existence. , death attitude, life experience, each aspect has four questions, for a total of twenty-four questions. Score on a Likert-7 scale, with 1 representing strongly disagree and 7 representing strongly agree. The higher the score, the more positive the subject's life attitude. The reference for the integrity of this scale (Xie and Pan, 2015) is Cronbach's α value of 0.93. The results of confirmatory factor analysis found that the theoretical model of the study has a good fit, χ²(237) = 1078.58, χ²/df = 4.55, GFI = 0.93, CFI = 0.93, RMSEA = 0.053.	Tests for the first and eighteenth weeks of the course
death attitude scale	This study used the Death Attitude Scale, using the revised Wong, Reker and Gesser Death Attitude Description Scale. which contains The sub-scale includes death fear (7 questions), death avoidance (5 questions), neutral acceptance (5 questions), approach-oriented death acceptance (10 questions), and escape acceptance (5 questions); death fear refers to the fear of death. and negative thoughts and feelings about dying; death avoidance refers to a defense mechanism that keeps death in the personal subconscious; the concept of neutral acceptance is the degree to which an individual believes that death is neither feared nor expected; approach-oriented death acceptance It refers to the extent to which an individual sees death as a means to a happy afterlife; avoidance acceptance refers to the extent to which an individual sees death as an escape from a painful existence. Score it on a Likert-5 scale, with 1 representing strongly disagree and 5 representing strongly agree.	Tests for the first and eighteenth weeks of the course
Self-compassion scale	This time we use Lai Zhichao and Su Lunhui (2015) translated as the Chinese version of the Self-Compassion Scale, the revised Chinese version of the scale has 25 items, with a five-point Likert scale, where 1 means almost never, 5 means almost always, and the score The higher the value, the more consistent it is with the item. It contains three aspects and six mutually opposing factors, divided into positive self-care ability (three groups) and negative self-care ability (three groups), namely: self-kindness-self-criticism (a total of 10 questions), shared suffering- Isolated experiences (8 questions in total) and mindfulness-over-identification (7 questions). The Cronbach's α coefficient of the reference Chinese version of the scale is 0.91, and the component reliability of its three scales (self-kindness, shared suffering, and mindfulness) ranges from 0.85 to 0.88. Validity model fit index: CFI value is 0.97, TLI value is 0.96, RMSEA value is 0.06, and SRMR value is 0.06 .	Tests for the first and eighteenth weeks of the course
Spiritual Care Scale	The original scale was compiled by Lay Hwa Tiew (2012). The spiritual care-giving scale has 35 questions and 4 facets. The first facet is "Characteristics of spiritual care" (No. 22, 23 , 24, 25, 26, 27, 28, 29, 30, 31, 32, 34 and 35 questions); the second aspect "Spirituality and Definition of Spirit" (No. 6, 15, 16, 17, 18, 19 , 20 and 21 items); five items related to the third facet "spiritual perspective" (items 1, 2, 3, 4 and 5) and the fourth facet "spirituality and spiritual care values" (items 7 , 8, 9, 10, 11, 12, 13 and 14 items). It is scored using a six-point method (1-6 points). The higher the score, the higher the Cronbach's a of the four aspects of the original scale. are 0.94, 0.85, 0.84 and 0.86 (Hu et al., 2019). Before using this scale, it is planned to recruit 400 nursing students through snowballing and convenience sampling to establish the reliability and validity of the scale and make revisions.	Tests for the first and eighteenth weeks of the course
Spiritual Health Scale-short version	There are 24 questions and 5 facets. Each facet is "Connecting with People" (Questions 1 to 4).Questions), "Live with meaning" (Questions 5 to 10), "Beyond adversity" (Questions 11 to 16), "Religious sustenance" (Questions 17 to 20), "Understand one's own mind " (Questions 21 to 24). The Cronbach's a value of the full scale is 0.93. After factor analysis, the Cronbach's a value of each scale ranges from 0.75 to 0.92. The test-retest reliability after three weeks is 0.77 (Xiao and Huang, 2005).	Tests for the first and eighteenth weeks of the course

Collaborators and Investigators

• Sponsor: Chang Gung Memorial Hospital

Publications and helpful links

General Publications

• Ruiz-Fernandez MD, Ramos-Pichardo JD, Ibanez-Masero O, Carmona-Rega MI, Sanchez-Ruiz MJ, Ortega-Galan AM. Professional quality of life, self-compassion, resilience, and empathy in healthcare professionals during COVID-19 crisis in Spain. Res Nurs Health. 2021 Aug;44(4):620-632. doi: 10.1002/nur.22158. Epub 2021 May 25.
• Pattison N. End-of-life decisions and care in the midst of a global coronavirus (COVID-19) pandemic. Intensive Crit Care Nurs. 2020 Jun;58:102862. doi: 10.1016/j.iccn.2020.102862. Epub 2020 Apr 2. No abstract available.
• Pehlivan S, Lafci D, Vatansever N, Yildiz E. Relationship Between Death Anxiety of Turkish Nurses and Their Attitudes Toward the Dying Patients. Omega (Westport). 2020 Nov;82(1):128-140. doi: 10.1177/0030222819895122. Epub 2019 Dec 19.
• Cheng L, Guo X, Liu H, Chen Q, Cui R. Hope, death anxiety and simplified coping style scores of nursing students during the outbreak of COVID-19: A cross-sectional study. Medicine (Baltimore). 2021 Aug 27;100(34):e27016. doi: 10.1097/MD.0000000000027016.
• Akat, M., Karataş, K. (2020). Psychological effects of COVID-19 Pandemic on society and its reflections on education. Turkish Studies, 15(4), 1-13.

Study record dates

Study Major Dates

• Study Start (Actual): October 15, 2024
• Primary Completion (Estimated): July 31, 2025
• Study Completion (Estimated): July 31, 2025

Study Registration Dates

• First Submitted: April 7, 2025
• First Submitted That Met QC Criteria: April 7, 2025
• First Posted (Actual): April 13, 2025

Study Record Updates

• Last Update Posted (Actual): April 13, 2025
• Last Update Submitted That Met QC Criteria: April 7, 2025
• Last Verified: October 1, 2024

More Information

Terms related to this study

• Keywords: Life and Death Issues; Post-Epidemic Era
• Additional Relevant MeSH Terms: Pathologic Processes; Respiratory Tract Infections; Infections; Respiratory Tract Diseases; Lung Diseases; Pneumonia; Death
• Other Study ID Numbers: 202400049B0

Plan for Individual participant data (IPD)

• Plan to Share Individual Participant Data (IPD)?: NO

Drug and device information, study documents

• Studies a U.S. FDA-regulated drug product: No
• Studies a U.S. FDA-regulated device product: No
• product manufactured in and exported from the U.S.: No