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Abstract
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OBJECTIVE To explore the methods and effects of experiential life and death education.
METHODS Life and death education courses were elective courses with a total class hour of 32, 2 hours per week for 16 weeks, including 7 topics:overview of life and death education, biological processes of life and death, philosophical significance of life and death, fear of death and death anxiety, death and culture, issues related to bioethics (euthanasia, hospice care, organ transplantation, suicide, etc.), search meaning in life. Death Attitude Profile-Revised (DAP-R) was used to evaluate 73 students' death attitudes before and after the course.
RESULTS Compared with the results measured before life and death education, the average scores of Fear of Death and Escape Acceptance were decreased significantly (Z=3.35, P=0.001;Z=2.15, P=0.032). There was no significant difference in scores of Death Avoidance, Natural Acceptance, and Approach Acceptance (P>0.05).
CONCLUSION The experiential life and death education can help college students alleviate their fear of death and develop attitudes towards death objectively. © 2021 The Author(s).
Language: zh |