The basics of life and death are further extended and can meet the life and death needsof clinical care, which is a breakthrough in the existing life and death courses andinnovation. The research purposes of this article are (1) to develop a teaching plan forthe "Life and Death Issues in the Post-Epidemic Era" course that incorporates the issueof COVID-19; (2) to explore the implementation process and qualitative and quantitativelearning effects of "Life and Death Issues in the Post-Epidemic Era"; ( 3) Understand theresearcher's reflections on teaching practice through learning reflection and learningeffectiveness analysis results. The teaching methods used in this course include: teacherlectures, non-verbal and affective activities with expressive art media, learning bydoing and "hands-on", audio-visual teaching, case studies and group discussions,collaborative teaching with teachers, and reflection. The researchers tried to usereflective theory and practice in course teaching, and through reflective writingexercises on issues, cultivate nursing students' understanding of life and death issues,face their own life attitude, death attitude and self-care, and acquire the basic abilityof life and death care.
The world has been affected by the coronavirus for more than four years, with more than
400 deaths. Thousands of people die from the epidemic, which is an almost inevitable
death issue for medical staff. However, nursing students lack internship experience and
do not have enough opportunities to contact dying patients. They are faced with the
sudden death of patients due to the outbreak and limited medical equipment. sex, the
medical ethical choices that arise, and the impact on society and the medical field. In
the past, life and death courses did not specifically discuss life and death issues
related to the epidemic. Therefore, integrating current affairs issues related to the new
crown epidemic can help us discuss the existing life and death issues. The basics of life
and death are further extended and can meet the life and death needs of clinical care,
which is a breakthrough in the existing life and death courses and innovation. The
research purposes of this article are (1) to develop a teaching plan for the "Life and
Death Issues in the Post-Epidemic Era" course that incorporates the issue of COVID-19;
(2) to explore the implementation process and qualitative and quantitative learning
effects of "Life and Death Issues in the Post-Epidemic Era"; ( 3) Understand the
researcher's reflections on teaching practice through learning reflection and learning
effectiveness analysis results. The teaching methods used in this course include: teacher
lectures, non-verbal and affective activities with expressive art media, learning by
doing and "hands-on", audio-visual teaching, case studies and group discussions,
collaborative teaching with teachers, and reflection. The researchers tried to use
reflective theory and practice in course teaching, and through reflective writing
exercises on issues, cultivate nursing students' understanding of life and death issues,
face their own life attitude, death attitude and self-care, and acquire the basic ability
of life and death care.
Other: life and death courses
Life and death issues in the post-epidemic era - Curriculum planning that integrates life
and death care, reflective learning and teaching practice on the new coronavirus
pneumonia issue, introducing 18-week theme courses, each course is 100 minutes
Inclusion Criteria:
- Students who are willing to participate in this study and have taken courses in life
and death
Exclusion Criteria:
- none
Chang Gung Medical Foundation
Tainan, Taiwan
Not Provided