Abstract:

In the current era of rapid development in medical technology，the emphasis on life-saving measures often overshadows the importance of individualized life care during the growth process，leading to an imbalance between technological advancement and life care. Nursing students，who are both college students and the future backbone of healthcare services，frequently encounter situations involving death，dying and end-of-life care. Therefore，they need to establish self-life care. The core element of life care namely living with dignity is also a crucial factor influencing the quality of individual life. This article reviews relevant literature on the concepts and core elements of love and self-life care，as well as the intrinsic connection between death and life education and self-life care. Key concepts were extracted from Kolb’s experiential learning theory and presented the theoretical structure in a framework diagram，effectively guiding the transformation of theory from the abstract to the concrete. Based on this，a conceptual framework for death and life education grounded in experiential learning theory that aligns with China’s sociocultural context is developed，providing a theoretical basis for the subsequent in-depth implementation of death and life education intervention in colleges and universities.

Key words: Self-life Care, Death Life Education, Love and Care, Dignity, Life Quality