The purpose of this study was to identify and describe the availability of death education, including teaching and evaluation methods, specific content areas, issues being addressed, and the background and expertise of the faculty members involved in teaching death and dying content. A questionnaire was developed based on the current literature and sent to 80 faculties of nursing and 36 faculties of medicine in Canada and the United Kingdom. The majority of nursing and medical schools that responded to the survey included death education, an integrated approach, through all years of their programs. Despite recent criticisms of Kubler-Ross's model of grieving, the majority of programs reported using her theory most frequently. The findings identify the current status of death education for health professionals in Canada and the United Kingdom, and implications for curriculum changes are discussed.
Working within the social context of well-being, therefore, enables nurses to respond holistically to clients. Central to the accomplishment of this vision, however, is a reformation of policies, starting with the educational foundation of nursing students. Equipped with a liberal education, an internalization of the values that uphold human dignity and sense of self, and professional knowledge, nurses can become leaders in the process of policy change. With associate health professionals, nurses can assist in forming interventive policies that lay the foundation for community-based programs aimed at the preventive nature of an upstream approach.
Nursing education has shifted from the biomedical approach towards using a human scientific model. At the same time, the traditional role of nurses has changed towards professionalism owing to the development of nursing science. The purpose of this longitudinal study was to examine Finnish nursing students' perceptions of nursing after 6, 18 and 30 months of education and at the end of the education programme. The sample consisted of 158 students selected by means of stratified sampling from six specialities in nursing. Data were collected with a questionnaire from 26 institutes. The summarized variables were based on factor analysis and analysed by one-way analysis of variance. The students had assimilated nursing as activity which promotes human health and well-being and is based on professionalism. The medical-technical model was not predominant at any phase of the education. The students of six specialities differed only slightly from each other. The students' development was congruent with the aims outlined in the curriculum.