“体验式实训死亡教育”在肿瘤科护理实习生带教中的应用探索

龚红霞; 张海宇; 贺丹

doi:10.3760/cma.j.cn116021-20240220-01756

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“体验式实训死亡教育”在肿瘤科护理实习生带教中的应用探索

护理教育研究 | 更新时间：2025-05-30

- “体验式实训死亡教育”在肿瘤科护理实习生带教中的应用探索
- Application of "experiential training on death education" in teaching nursing interns in the oncology department
- 中华医学教育探索杂志 2025年24卷第5期页码：714-720
- 作者机构：
  
  成都医学院第二附属医院·核工业四一六医院肿瘤科，成都 610051
- 作者简介：
  
  贺丹，Email：8906383@qq.com
- 基金信息：
  
  2022年四川省护理重大科研课题项目(H22002);成都医学院教育教学改革研究项目(JG202144);成都医学院本科教育教学改革研究项目(JG202349)
- DOI：10.3760/cma.j.cn116021-20240220-01756
  中图分类号： R-052;G642.0
- 收稿日期：2024-02-20，
  
  纸质出版日期：2025-05-20
- 稿件说明：
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龚红霞, 张海宇, 贺丹. “体验式实训死亡教育”在肿瘤科护理实习生带教中的应用探索[J]. 中华医学教育探索杂志, 2025, 24(5): 714-720.

Gong Hongxia, Zhang Haiyu, He Dan. Application of "experiential training on death education" in teaching nursing interns in the oncology department[J]. Chinese journal of medical education research, 2025, 24(5): 714-720.
龚红霞, 张海宇, 贺丹. “体验式实训死亡教育”在肿瘤科护理实习生带教中的应用探索[J]. 中华医学教育探索杂志, 2025, 24(5): 714-720. DOI： 10.3760/cma.j.cn116021-20240220-01756.

Gong Hongxia, Zhang Haiyu, He Dan. Application of "experiential training on death education" in teaching nursing interns in the oncology department[J]. Chinese journal of medical education research, 2025, 24(5): 714-720. DOI： 10.3760/cma.j.cn116021-20240220-01756.

摘要

目的

探讨“体验式实训死亡教育”在肿瘤科护理实习生带教中的应用，探索护理实习生死亡教育新方法。

方法

选取2019年9月至2023年9月于核工业四一六医院肿瘤科实习的护理学生120人，按入科时间先后顺序分为对照组（53人）和研究组（67人），对照组采用传统理论教学+学生真实接触死亡体验，研究组采用体验式实训死亡教育，3个月实习结束后观察两组学生的死亡态度描绘量表（death attitude profile-revised，DAP-R）、死亡应对能力量表（coping with death scale，CDS）、课程满意度和学习效果，采用SPSS 26.0对数据进行统计分析，组间比较用成组

检验，同组教育前后比较采用配对

检验，分类资料组间比较用卡方检验，等级资料比较用秩和检验。

结果

教育前两组学生DAP-R各维度评分比较差异无统计学意义（

0.05），教育后研究组DAP-R的5个维度评分均优于对照组[死亡恐惧：（22.11

±5.38）分 vs. （17.14±5.23）分；死亡回避：（14.83±4.07）分 vs. （12.31±4.15）分；中立接受：（19.95±4.44）分 vs. （22.31±5.14）分；接近接受：（32.16±6.93）分 vs. （35.23±7.33）分；逃避接受：（16.47±5.86）分 vs. （18.94±5.09）分，均

0.05

]

。教育前两组学生CDS的6个因子差异均无统计学意义（

0.05），教育后研究组CDS的6个因子评分均高于对照组（

0.05）。教育后研究组学生认为课程内容新颖性、课程满意度和自我投入性3个维度优于对照组（

0.05）。教育后研究组学生共情能力提升[（2.44±0.55）分 vs. （3.16±0.50）分

]

、关注灵性问题[（2.61±0.49）分vs.（3.11±0.52）分

]

、沟通技能提升[（3.10±0.51）分 vs. （4.23±0.47）分

]

和正确的生命价值观[（2.29±0.44）分vs.（3.37±0.55）分

]

4个学习效果维度均高于对照组（

0.05）。

结论

体验式实训死亡教育能增强学生体验感，有利于提高学生对待死亡的态度和应对死亡的能力，也能提高学生学习的主动性和积极性。

Abstract

Objective

To study the application of "experiential training on death education" in teaching nursing interns in the oncology department

and to explore a novel method of death education for nursing interns.

Methods

From September 2019 to September 2023

a total of 120 nursing students who interned in the Department of Oncology

Nuclear Industry 416 Hospital were assigned to the control group (53 students) and the study group (67 students) based on their enrollment time. The control group received traditional theoretical teaching and experience in caring for terminally ill patients

while the study group received experiential training on death education. The Chinese death attitude profile-revised (DAP-R)

coping with death scale (CDS)

course satisfaction

and learning outcomes were observed after 3-month internship. A data analysis was conducted using SPSS 26.0. The differences between two groups were compared using the independent samples

-test. The differences before and after education in the same group were compared using paired

-test. The comparison of categorical data between groups was performed using the chi-square test

while ranked data were compared using the rank-sum test.

Results

There were no significant differences in the DAP-R scores between the two groups before education (

0.05). The scores of five dimensions of DAP-R were significantly higher in the study group than in the control group after education [fear of death: (22.11±5.38) points vs. (17.14±5.23) points

0.05; death evasion: (14.83±4.07) points vs. (12.31±4.15) points

0.05; neutral acceptance: (19.95±4.44) points vs. (22.31±5.14) points

0.05; approaching acceptance: (32.16±6.93) points vs. (35.23±7.33) points

0.05; avoiding acceptance: (16.47±5.86) points vs. (18.94±5.09) points

0.05

]

. There were no significant differences in the six factors of CDS between the two groups before education (

0.05). The CDS scores were significantly higher in the study group than in the control group after education (

0.05). The scores of three dimensions (novelty of course content

course satisfaction

and self-engagement) were significantly higher in the study group than in the control group after education (

0.05). The scores of improvement of empathy [(2.44±0.55) points vs. (3.16±0.50) points

]

attention to spiritual issues [(2.61±0.49) points vs. (3.11±0.52) points

]

improvement of communication skills [(3.10±0.51) points vs. (4.23±0.47) points

]

and correct values of life [(2.29±0.44) points vs. (3.37±0.55) points

]

were significantly higher in the study group than in the control group after education (

0.05).

Conclusions

Experiential training on death education can increase the experience of students

improve their attitude towards death and ability to cope with death

and enhance their initiative and enthusiasm for learning.

关键词

Keywords

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