[1] MILLER-LEWIS L, TIEMAN J, RAWLINGS D, et al. Can exposure to online conversations about death and dying influence death competence? An exploratory study within an Australian massive open online course[J]. Omega(Westport), 2020, 81(2): 242-271. DOI: 10.1177/00302228187658163.
[2] 李凤侠,刘筝筝,胡成文,等.基于建构主义学习理论的死亡教育对肿瘤科护士死亡应对能力的影响[J].护理研究, 2022, 36(11): 1990-1995.DOI: 10.120102/j.issn.1009-6493.2022.11.020.
[3] YARBER W L, GOBEL P, RUBLEE D A. Effects of death education on nursing students' anxiety and locus of control[J]. J Sch Health, 1981, 51(5): 367-372. DOI: 10.111/j.1746-1561.1981.tb05322.x.
[4] LEVI S, GILAD R, FRIEDMAN-KALMOVITCZ A. Pictorial art as a teaching strategy in death education[J]. Nursing Times Research, 1996, 1(3): 198-203. DOI: 10.1177/174498719600100309.
[5] CARVALHO L C, MENEZES T D O, PEREIRA Á, et al. Learning about the death: experience report in the post-graduate degree[J].J Nurs UFPE Online, 2013, 7:1047-1054. DOI: 10.5205/reuol.3934-31164-1-SM0703esp2013430.
[6] ÖCALAN S, KOVANCI M S, USLU-SAHAN F, et al. First death experiences of newly graduated nurses: a qualitative phenomenological study[J]. Death Stud, 2024, 48(4): 303-311. DOI: 10.1080/07481187.2023.2219648.
[7] ROBBINS R A. Death competency: a study of hospice volunteers[J]. Death Stud, 1992, 16(6): 557-569. DOI: 10.1080/07481189208252598.
[8] BUGEN L A. Coping: effects of death education[J]. Omega(Westport), 1981, 11(2): 175-183. DOI: 10.2190/jqpa-qfhw-vq7a-mcak.
[9] ROBBINS R A. Bugen's coping with death scale: reliability and further validation[J]. Omega(Westport), 1991, 22(4): 287-299. DOI: 10.2190/hntd-rwrw-y3yn-vwx1.
[10] 曾焕棠,林绮云.接受生死学护理毕业生的死亡处理能力与临终照护行为之相关性探讨[J].中华心理卫生学刊, 1999, 12(2): 1-21.
[11] 曾焕棠.死亡教育对护理学院毕业学生照护临终病人行为影响之研究(E87092)(原始数据)[R].台北: 中国台湾研究院人文社会科学研究中心调查研究专题中心学术调查研究资料库, 2000.
[12] 张利中,郑美莉,王萱萁.台湾地区安宁护理人员死亡因应自我效能量表之研究[J].安宁疗护杂志, 2006, 11(1): 1-13.
[13] CHAN W C H, TIN A F, WONG K L Y. Coping with existential and emotional challenges: development and validation of the self-competence in death work scale[J]. J Pain Symptom Manage, 2015, 50(1): 99-107. DOI: 10.1016/j.jpainsymman.2015.02.012.
[14] 林茜.临床护士“死亡应对” 自我效能现状及其与人格特质的关系[D].湖州:湖州师范学院, 2021:1-61.
[15] DE DIOS DUARTE M J, VARELA MONTERO I. Afrontamiento de la muerte en estudiantes de Ciencias de la Salud:coping with death by students of Health Sciences [J]. Revista Cubana de Educación Médica Superior, 2019, 33(1): e1375.
[16] GARCÍA-NAVARRO E B, ARAUJO-HERNÁNDEZ M, RIGABERT A, et al. Attitudes of nursing degree students towards end of life processes. A cultural approach(Spain-Senegal)[J]. PLoS One, 2021, 16(8): e0254870. DOI: 10.1371/journal.pone.0254870.
[17] PÉREZ-DE LA CRUZ S, RAMÍREZ I. Exploring the attitudes of health science students in Spain and Bolivia towards death. A cross sectional survey[J]. BMC Palliat Care, 2020, 19(1): 111. DOI: 10.1186/s12904-020-00615-z.
[18] ER Ö S, KARAVELI ÇAKIR S. Increasing positive attitudes towards organ donation and improving the competence of coping with death through organ transplant nursing course: a two-group quasi-experimental study[J]. Nurse Educ Pract, 2024, 78: 104008. DOI: 10.1016/j.nepr.2024.104008.
[19] PALOMAR GALLARDO M C, ROMERO PALOMAR M, PÉREZ GARCÍA E, et al. Educar Para la Vida y la muerte a los estudiantes de Enfermería: “del miedo al amor”[J]. Enfermeria(Montev), 2020, 9(1): 63-79. DOI: 10.22235/ech.v9i1.2167.
[20] MCGUIRE B F. Gaming and grieving: digital games as means of confronting and coping with death[J]. J Relig Media Digit Cult, 9(3): 326-346. DOI: 10.1163/21659214-bja10014.
[21] 赵浩梅,汪张毅,闫伟,等.石家庄市实习护生死亡应对能力现状及其与死亡态度、死亡应对自我效能的相关研究[J]. 职业与健康, 2022, 38(21): 2912-2916, 2922.
[22] 王艳.澳门护理本科生临终照护知识、态度及死亡应对现况分析[J].护理研究, 2021, 35(8): 1419-1423.
[23] 施敏敏,张伟,潘盈盈.本科护生生命意义感与死亡应对能力的相关性分析[J].护理与康复, 2023, 22(6): 1-5. DOI: 10.3969/j.issn.1671-9875.2023.06.001.
[24] 陈艳萍,李静,彭书芝.盐城市实习护生心理韧性对死亡应对能力的影响机理分析[J].职业与健康, 2023, 39(24): 3407-3410, 3415. DOI: 10.13329/j.cnki.zyyjk.2023.0631.
[25] 韦庆华,林洪波,潘俊民,等.本科护生实习期应对急危重症病人死亡体验的质性研究[J].全科护理, 2024, 22(12): 2340-2343. DOI: 10.12104/j.issn.1674-4748.2024.12.038.
[26] WU Q W, ZHU P T, JI Q Y, et al. The effect of death education course utilizing constructivist learning theory on first grade undergraduate nursing student attitudes and coping abilities towards death: a mixed study design[J]. Nurse Educ Today, 2023, 126: 105809. DOI: 10.1016/j.nedt.2023.105809.
[27] GAO Y Y, SHU P, HONG W Q, et al. The impact of death education on college ‘students’ sense of meaning in life and ability to cope with death[J]. Altern Ther Health Med, 2024: AT10714.
[28] BASSETT J F. Disgust sensitivity accounts for some but not all gender differences in death attitudes[J]. Omega(Westport), 2017, 75(1): 26-46. DOI: 10.1177/0030222815612604.
[29] GOCMEN BAYKARA Z, KELES S, DEMIR KARABULUT S, et al. The effect of professional education on medical and nursing students' attitudes toward death[J]. Death Stud, 2022, 46(7): 1728-1740. DOI: 10.1080/07481187.2020.1850546.
[30] ZHU Y Y, BAI Y M, WANG A H, et al. Effects of a death education based on narrative pedagogy in a palliative care course among Chinese nursing students[J]. Front Public Health, 2023, 11: 1194460. DOI: 10.3389/fpubh.2023.1194460.
[31] YOUNG P. A comparison of cognitive and affective instruction on coping ability toward death[D]. Memphis: Memphis State University, 1983:1-24.
[32] QUINN A. A hospice death education course: evaluating effectiveness in meeting goals[D]. Eugene: University of Oregon, 1991:1-24.
[33] 许玉娇,蔡明昌.大学护生人格特质与死亡应对能力关系之研究[J].学校卫生,2014(64): 25-46.
[34] LAI H L, CHEN C N, LU C Y, et al. Relationships among personality, coping, and concurrent health-related quality of life in women with breast cancer[J]. Breast Cancer, 2019, 26(5): 544-551. DOI: 10.1007/s12282-019-00954-7.
[35] LANGFORD D J, MORGAN S, COOPER B, et al. Association of personality profiles with coping and adjustment to cancer among patients undergoing chemotherapy[J]. Psychooncology, 2020, 29(6): 1060-1067. DOI: 10.1002/pon.5377.
[36] SEGERSTROM S C, SMITH G T. Personality and coping: individual differences in responses to emotion[J]. Annu Rev Psychol, 2019, 70: 651-671. DOI: 10.1146/annurev-psych-010418-102917.
[37] 徐蕾,胡珊博,张琳苑,等.基于场景模拟法和心率变异性时域分析法对护生人格特质与心理应激强度的相关性研究[J].护理研究, 2019, 33(13): 2185-2191. DOI: 10.12102/j.issn.1009-6493.2019.13.001.
[38] ZHENG R S, BLOOMER M J, GUO Q H, et al. New graduate nurses' coping with death and the relationship with death self-efficacy and death anxiety: a multicentre cross-sectional study[J]. J Adv Nurs, 2021, 77(2): 795-804. DOI: 10.1111/jan.14621.
[39] WANG J, ZANG S, SHAN T M. Dundee ready education environment measure: psychometric testing with Chinese nursing students[J]. J Adv Nurs, 2009, 65(12): 2701-2709. DOI: 10.1111/j.1365-2648.2009.05154.x.
[40] STUKALINA Y. The management of integrated educational environment resources: the factors to be considered[J]. Euro J Education, 2010, 45(2): 345-361. DOI: 10.1111/j.1465-3435.2010.01433.x.
[41] YEH T K, HUANG H M, CHAN W P, et al. Effects of congruence between preferred and perceived learning environments in nursing education in Taiwan: a cross-sectional study[J]. BMJ Open, 2016, 6(5): e009925. DOI: 10.1136/bmjopen-2015-009925.
[42] ALFRED M, NEYENS D M, GRAMOPADHYE A K. Comparing learning outcomes in physical and simulated learning environments[J]. Int J Ind Ergon, 2018, 68: 110-117. DOI: 10.1016/j.ergon.2018.07.002.
[43] 汤丽娟,朱明霞,伍慧儿,等.生死教育课程对护理本科生应对死亡能力的影响[J].中华护理教育, 2018, 15(8): 608-610. DOI: 10.3761/j.issn.1672-9234.2018.08.011. |
