生命关怀与死亡教育社会实践课程的设计及教学实践研究

doi:10.3761/j.issn.1672-9234.2025.01.009

摘要/Abstract

摘要：

目的在医学院校构建以社会实践为主的死亡教育课程，以提高医学生的人文关怀能力，降低对死亡事件的恐惧。方法基于成果导向教育理念，构建符合医学专业特色的死亡教育社会实践学习方案，将“沉浸式”教学形式贯穿于生命之旅、照护力量、死亡之思、告别之日、自我关爱五大生命主题教育内容之中，完成2022年—2023年2周期社会实践授课任务。通过人文关怀能力评价量表、死亡态度量表评价医学生学习效果和情感变化。同时运用分析归纳法对反思日记等文字资料进行提炼分析，了解学生的学习收获和成长变化。结果 2届65名学生在学习后关怀认知维度得分有所提升（P<0.05），死亡恐惧、死亡逃避得分较前改善（P<0.05）。学生学习收获归纳为5个主题范畴：感受关爱，给予关怀照护；学会感恩，珍惜实践行动；接近死亡，转化死亡认知；认知生命，探寻生命意义；担当使命，延续大医精神。结论通过生命关怀与死亡教育课程社会实践学习，学生生命关怀认知增强，死亡恐惧水平降低，从思想自知到行为自觉，在参与生命关怀及临终照护的行动中，不断提升生命关怀素养及照护能力。

关键词: 护理, 教育, 课程, 生命关怀, 死亡教育, 社会实践

Abstract:

Objective A practical course of death education was established in order to improve the humanistic care ability of medical students and reduce their fear of death. Methods Based on the concept of outcome-oriented education，a social practice learning program for death education that aligns with the characteristics of medical professions has been developed. An “immersive” teaching format was integrated throughout five major life themes：the journey of life，the power of care，thoughts on death，farewell day and self-care. In 2022-2023，the social practice project was successfully implemented in two rounds. The effects of learning and emotional changes among medical students were assessed using the Care Ability Inventory and Death Attitude Profile-Revised. At the same time，observational method and material collection method were employed to refine and analyze students’ learning achievements and growth changes. Results Among the 65 students，there was a significant improvement in scores related to care cognition after learning（P<0.05），and scores for death anxiety and death avoidance also showed improvement compared to before（P<0.05）. In addition，students’ learning harvest was summarized into five theme categories：experiencing care，providing care；learning gratitude and cherishing practical actions；confronting death and transforming death cognition；understanding life and exploring the meaning of life；undertaking the mission and continuing the spirit of great doctors. Conclusion Through the social practice learning in Life Care and Death Education，the students’ awareness of life care is enhanced，the fear of death is reduced. The students change from ideological self-knowledge to behavioral consciousness，and constantly improve their life care literacy and care ability in the action of participating in life care and end-of-life care.

Key words: Nursing, Education, Curriculum, Caring for life, Death education, Social practice

许丽杰, 岳鹏, 肖瑶, 高丽, 王凌云, 徐海红, 郭巧红, 顾思愉. 生命关怀与死亡教育社会实践课程的设计及教学实践研究[J]. 中华护理教育, 2025, 22(1): 55-60.

XU Lijie, YUE Peng, XIAO Yao, GAO Li, WANG Lingyun, XU Haihong, GUO Qiaohong, GU Siyu. Research on the construction and application effect of the teaching plan for the Social Practice Course of Life Care and Death Education[J]. Chinese Journal of Nursing Education, 2025, 22(1): 55-60.

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