Educating for the end
A decade of death literacy interventions in U.S. health professions training
Dados Bibliográficos
| ID | 21101740 |
|---|---|
| Autores | Autumn Decker (0000-0002-7058-705X, Red Hat (United States)), Raven Weaver (0000-0002-7499-8059, Washington State University, autor correspondente), Cory Bolkan (0000-0001-8263-9155, Washington State University), Tracy Klein (0000-0002-6618-3538, Washington State University Vancouver), Kathryn E Bruzios (0000-0001-9674-348X, University of Washington) |
| Ano | 2026 |
| Páginas | 1-20 |
| Data de publicação | 2026-06-27 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Death Studies (JOURNAL) |
| Identificadores do periódico | ISSN: 0748-1187 • E-ISSN: 1091-7683 |
| Editora | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/07481187.2026.2693535 |
| PMID | 42364086 |
| OpenAlex | W7166334745 |
| Idioma | EN |
| Referências citadas | 89 |
Most healthcare professionals in medicine, nursing, social work, counseling, and pharmacy receive little formal end-of-life education, and the extent of incorporating culturally informed death education into training remains unclear. This scoping review (N = 18) examined death literacy interventions in U.S.-based health professional education and identified which death literacy components (factual, practical, experiential, and community) were addressed. Most interventions targeted medical and nursing students; fewer than half incorporated cultural content, which varied considerably in depth and approach. Common intervention strategies included didactic learning, experiential activities, reflective writing, and peer/expert discussions. Factual death literacy was most frequently addressed; community death literacy was rarely represented. Most interventions were single-site and relied on quasi-experimental or qualitative designs, highlighting the early-stage and limited rigor of existing evidence. Greater attention to cultural context and community engagement may improve practitioners' readiness, competence, and emotional capacity to support dying individuals, their families, and their own response to death
Context (archaeology) · Death education · Experiential learning · Health literacy · Intervention (counseling) · Literacy · Professional development · Psychological intervention · Qualitative research · Death Anxiety and Social Exclusion · Grief, Bereavement, and Mental Health · Palliative Care and End-of-Life Issues
Cultural humility and racial microaggressions in counseling.
Approximately One In Three US Adults Completes Any Type Of Advance Directive For End-Of-Life Care
The Burden of Loss
Defining a Good Death (Successful Dying)
Defining Advance Care Planning for Adults
Experiential learning
The qualitative content analysis process
How to plan and perform a qualitative study using content analysis
Social work at the end of life
Nursing and Medical Students' Responses About End-of-Life Communication Reveal Educational Opportunities for Spiritual Care
How funerals mediate the psycho-social impact of grief
The Life Course as Developmental Theory
To saturate or not to saturate? Questioning data saturation as a useful concept for thematic analysis and sample-size rationales
Cultural Humility
Personal and Emotional Factors of Nursing Professionals Related to Coping with End-of-Life Care
Implementation Matters
Nursing Students’ Experiences With Death and Terminal Patients During Clinical Education
Worker Experiences of the Work Health and Safety Impacts of Exposure to Dying and Death in Clinical Settings
Developing a death literacy index
Grief literacy
Using Service-Learning to Integrate Death Education Into Counselor Preparation
Death education in selected health professions
The impact of online death literacy education on psychology students to have better end‐of‐life conversations
Years of Life and Productivity Loss Because of Adult Sudden Unexpected Death in the United States
Scoping studies
Expanded definitions of the 'good death'? Race, ethnicity and medical aid in dying
| Velocidade de citação | historical |
|---|---|
| Altamente citado | Não |