scholarly journals The hospice as a learning environment: A follow-up, qualitative study with palliative care professionals and school teachers involved in a previous death education intervention

2020 ◽  
Author(s):  
Ines Testoni ◽  
Fabio Vito Sblano ◽  
Lorenza Palazzo ◽  
Sara Pompele ◽  
Michael Alexander Wieser
Keyword(s):  
Palliative Care ◽  
Qualitative Study ◽  
Learning Environment ◽  
Education Intervention ◽  
Death Education ◽  
School Teachers

Abstract The authors have withdrawn this preprint due to author disagreement.

scholarly journals The hospice as a learning environment: A follow-up study of a death education intervention that involved high-school students and the community

2019 ◽  
Author(s):  
Ines Testoni ◽  
Fabio Vito Sblano ◽  
Lorenza Palazzo ◽  
Sara Pompele ◽  
Michael Alexander Wieser
Keyword(s):  
Palliative Care ◽  
High School Students ◽  
End Of Life ◽  
Positive Impact ◽  
Western Society ◽  
Education Intervention ◽  
Death Education ◽  
Follow Up Study ◽  
Education Initiative

Abstract Background The theme of death in Western society has been removed from everyday life and replaced with specialized medical language. Such censorship does not reduce the fear of death, especially among young people, and it limits the possibility to elaborate on experiences linked to death, generating negative effects, especially in cases of traumatic grief. The objective of this follow-up study was to detect how and if experiences of death education changed the relationship between the community and a local hospice in relation to the theme of death and to the elaboration and management of suicide. Methods This was a qualitative research study based on semi-structured interviews with palliative care professionals and teachers of students who had taken part in a death education intervention 3 years earlier. The interviews were examined through thematic analysis. Results The results confirmed the efficacy of the death education intervention initiated 3 years earlier. The education initiative contributed to modifying the students’ and teachers’ perspectives of end-of-life professionals and their understanding of the structures within which palliative care is implemented. It also modified the participants’ perspectives on the representation of death and promoted a new outlook on life. The hospice staff also perceived a change in the attitudes of the community, and this change had a positive impact on their everyday work. Conclusions This study confirmed the usefulness of creating continuity between a hospice and the community through a school education initiative. The death education project provided an educational space in which it was possible to elaborate on experiences linked to death and to re-evaluate and appreciate the structures of end-of-life care and the professionals who work in the area. Keywords: Hospice, Palliative care, Death education, Adolescents, Suicide.

scholarly journals The hospice as a learning environment: A follow-up, qualitative study with palliative care professionals and school teachers involved in a previous death education intervention

2020 ◽  
Author(s):  
Ines Testoni ◽  
Fabio Vito Sblano ◽  
Lorenza Palazzo ◽  
Sara Pompele ◽  
Michael Alexander Wieser
Keyword(s):  
Palliative Care ◽  
Death And Dying ◽  
Western Society ◽  
Education Intervention ◽  
Death Education ◽  
Structured Interviews ◽  
Negative Effects ◽  
Community Attitudes ◽  
Qualitative Research Study

Abstract Background: In Western society, discussions about death have shifted from the domain of the everyday to the domain of medicine. Such censorship does not reduce the fear of death; rather, it deprives people of the means to elaborate their experiences of death, generating negative effects such as difficult mourning and stigmatisation of palliative care environments. The objective of this follow-up study was to detect whether and how death education can help to improve individuals’ relationship with death. Methods: This was a qualitative research study based on grounded theory. We conducted semi-structured interviews with both palliative care professionals and teachers who had taken part in a death education intervention three years earlier. The interviews were interpreted through thematic analysis. Results: The results confirmed death education’s positive effect for both palliative care professionals and teachers. These individuals reported that the education initiative helped them to positively modify their perspectives on death and dying, as well as their attitudes towards life. It also helped to improve community attitudes towards the hospice and its workers. Conclusions: This study confirmed that school education initiatives can create continuity between hospices and local communities. The death education project provided an educational space in which it was possible to elaborate experiences linked to death and to re-evaluate and appreciate hospices and their staff.

scholarly journals The hospice as a learning environment: A follow-up study of a death education intervention that involved high-school students and the community

2020 ◽  
Author(s):  
Ines Testoni ◽  
Fabio Vito Sblano ◽  
Lorenza Palazzo ◽  
Sara Pompele ◽  
Michael Alexander Wieser
Keyword(s):  
Palliative Care ◽  
High School Students ◽  
End Of Life ◽  
Positive Impact ◽  
Western Society ◽  
Education Intervention ◽  
Death Education ◽  
Follow Up Study ◽  
Education Initiative

Abstract Background The theme of death in Western society has been removed from everyday life and replaced with specialized medical language. Such censorship does not reduce the fear of death, especially among young people, and it limits the possibility to elaborate on experiences linked to death, generating negative effects, especially in cases of traumatic grief. The objective of this follow-up study was to detect how and if experiences of death education changed the relationship between the community and a local hospice. Furthermore, it was stressed the theme of representation of death, in order to see whether participants were able to remind any possible attitude change following the project. Finally, it was analysed how they considered how they remembered the effect of the elaboration of the trauma caused by the suicide of a student. Methods This was a qualitative research study based on semi-structured interviews with palliative care professionals and teachers of students who had taken part in a death education intervention 3 years earlier. The interviews were examined through thematic analysis. Results The results confirmed the efficacy of the death education intervention initiated 3 years earlier. The education initiative contributed to modifying the students’ and teachers’ perspectives of end-of-life professionals and their understanding of the structures within which palliative care is implemented. It also modified the participants’ perspectives on the representation of death and promoted a new outlook on life. The hospice staff also perceived a change in the attitudes of the community, and this change had a positive impact on their everyday work. Conclusions This study confirmed the usefulness of creating continuity between a hospice and the community through a school education initiative. The death education project provided an educational space in which it was possible to elaborate on experiences linked to death and to re-evaluate and appreciate the structures of end-of-life care and the professionals who work in the area. Keywords: Hospice, Palliative care, Death education, Adolescents, Suicide.

scholarly journals Effect of rational-emotive adult education intervention on burnout symptoms among primary school teachers in Southeast Nigeria

2019 ◽  
Vol 48 (4) ◽  
pp. 030006051988220 ◽  
Author(s):  
Linus Okechukwu Nwabuko ◽  
Georgina Chinagorom Eze ◽  
Eberechukwu Charity Eneh ◽  
Ann Ebere Okechukwu ◽  
Inwang Etim Udom
Keyword(s):  
Adult Education ◽  
Treatment Group ◽  
Primary School ◽  
Control Group ◽  
Education Intervention ◽  
School Teachers ◽  
Primary School Teachers ◽  
Rational Emotive ◽  
Before And After

Objective To determine the effect of a rational-emotive adult education intervention (REAEI) on burnout symptoms among primary school teachers in Southeast Nigeria. Methods Primary school teachers with burnout symptoms were randomised to treatment or control condition. Treatment was a 16-week REAEI programme delivered in 32 group therapeutic sessions. The Teachers’ Burnout Inventory (TBI) score was recorded before and after therapy and at a three-month follow-up. Results Overall, 27% (86/320) of the sample of primary school teachers had burnout symptoms. TBI scores were statistically significantly lower in the treatment group compared with the control group both after therapy and at the three- month follow up. Conclusion In this sample of primary school teachers, burnout symptoms were alleviated by use of a REAEI program.

Palliative Medicine in Myelodysplastic Syndromes: Patients and Caregivers - A Qualitative Study

2021 ◽  
pp. bmjspcare-2020-002865
Author(s):  
Anjali V Desai ◽  
Virginia M Klimek ◽  
Peter J Wan ◽  
Aileen Heinberg ◽  
Kelley L Anderson ◽  
...  
Keyword(s):  
Palliative Care ◽  
Qualitative Study ◽  
Supportive Care ◽  
Myelodysplastic Syndromes ◽  
Newly Diagnosed ◽  
Specialist Palliative Care ◽  
Before And After ◽  
Evidence Based Guidelines ◽  
Time Point

ObjectivesEvidence-based guidelines call for integration of palliative care within oncology from diagnosis. Misperceptions about palliative care have impeded implementation. Prior research has not examined perceptions about ‘palliative care’ versus ‘supportive care’ among patients and caregivers to whom this care is introduced routinely as part of comprehensive cancer care. We conducted a qualitative study of patients with myelodysplastic syndromes (MDS) and their informal caregivers to elicit perceptions of ‘palliative care’ and ‘supportive care’ before and after they received integrated primary/specialist palliative care from diagnosis.MethodsPatients with newly diagnosed MDS and caregivers were interviewed about their understanding of ‘palliative care’ and ‘supportive care’ at diagnosis and follow-up. Interviews were audio-recorded, transcribed, and analysed by an interdisciplinary team.ResultsForty-eight interviews were conducted in total, including with 21 patients and 13 caregivers at diagnosis, and 10 patients and 4 caregivers at follow-up. Initially, 28/34 participants (82%) associated ‘palliative care’ with death or fear/alarm. At follow-up, 11/14 participants (79%) recognised that ‘palliative care’ is not only for terminally ill patients, yet 13/14 participants (93%) still felt apprehensive about the term. Initially, 24/34 participants (71%) felt ‘supportive care’ sounded ‘positive’ and 12/14 participants (86%) reported this at follow-up. No participant associated ‘supportive care’ with death or fear/alarm at either time point. Among participants who had a preference, ‘supportive care’ was the preferred term initially and at follow-up.ConclusionsPatients with MDS and caregivers receiving integrated primary/specialist palliative care from diagnosis responded more favourably to and felt less apprehensive about ‘supportive care’, initially and at follow-up.

scholarly journals The Hospice as a Learning Environment: A Follow-Up Study with a Palliative Care Team

2020 ◽  
Vol 17 (20) ◽  
pp. 7460 ◽  
Author(s):  
Ines Testoni ◽  
Vito Fabio Sblano ◽  
Lorenza Palazzo ◽  
Sara Pompele ◽  
Michael Alexander Wieser
Keyword(s):  
Palliative Care ◽  
Western Society ◽  
Death Education ◽  
Structured Interviews ◽  
Negative Effects ◽  
Community Attitudes ◽  
Medical Language ◽  
Positive Effect ◽  
Education Initiative

In Western society, the topic of death has been removed from everyday life and replaced with medical language. Such censorship does not reduce individuals’ fear of death, but rather limits their ability to elaborate their experiences of death, thus generating negative effects. The objective of this follow-up qualitative study was to detect how and if death education can help to improve individuals’ relationship with death and enhance care environments like hospices. Semi-structured interviews were conducted with palliative care professionals and teachers who had taken part in a death education initiative three years earlier. The results confirmed the initiative’s positive effect on both palliative care professionals and teachers. The participants reported that the education initiative helped them to positively modify their perspective on death, end-of-life care, and their own relationship to life, as well as their perception of community attitudes towards the hospice, which seemed to become less discriminatory. This study confirmed that school education initiatives can usefully create continuity between hospices and local communities. This project provided an educational space wherein it was possible for participants to elaborate their experiences in relation to death and to re-evaluate and appreciate hospices.

Lesson Study dan Implikasinya Terhadap Pembelajaran Berbasis Kurikulum Tingkat Satuan Pendidikan

2016 ◽  
Vol 1 ◽  
pp. 189-196
Author(s):  
Vian Harsution
Keyword(s):  
Learning Environment ◽  
Learning Process ◽  
Lesson Study ◽  
Learning Difficulties ◽  
Learning Needs ◽  
Democratic Leadership ◽  
Entrepreneurial Spirit ◽  
To Receive

Lesson study is a systematic, collaborative, and sustainable method of improving the quality of learning. Lesson study emphasizes the exploration of students’ learning needs; teacher openness towards learning difficulties encountered; the willingness of teachers to receive and provide advice and solutions to the difficulties encountered; and the consistency of the various parties to follow up the suggestions and solutions. Implementation of lesson study involving teachers, principals, and experts in the field of education. Kurikulum tingkat satuan pendidikan or abbreviated KTSP is operational curriculum formulated and implemented by each educational unit. KTSP has the characteristics, namely: giving broad autonomy to the educational unit, involving the community and parent participation, involving the democratic leadership of the principal, and require the support of a working team that is synergistic and transparent. KTSP based on the learning process, needs to be supported by a conducive learning environment and fun to be created by teachers.Teachers and principals in a professional, systematic and collaborative create an atmosphere that fosters independence, tenacity, entrepreneurial spirit, adaptive and proactive nature of the learning process. Thus, the learning needs of students who fulfilled optimally and professional ability of teacher who have increased on an ongoing basis, may usher in success – based learning KTSP. It means that the lesson study provides positive implications for the KTSP – based learning.

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