Jane Österlind1, Charlotte Prahl2, Lars Westin3, Susann Strang4, Ingrid Bergh3, Ingela Henoch5, Kina Hammarlund3, Kristina Ek3. 1. Ersta Sköndal University College and Ersta Hospital, Palliative Research Centre, Stockholm, Sweden; Ersta Sköndal University College, Department of Health Care Sciences, Stockholm, Sweden. Electronic address: jane.osterlind@esh.se. 2. Ersta Sköndal University College and Ersta Hospital, Palliative Research Centre, Stockholm, Sweden; Ersta Sköndal University College, Department of Health Care Sciences, Stockholm, Sweden. 3. University of Skövde, The School of Health and Education, Sweden. 4. Sahlgrenska Academy, University of Gothenburg, Institute of Health and Care Sciences, Sweden; Angered Hospital, Sweden. 5. Ersta Sköndal University College and Ersta Hospital, Palliative Research Centre, Stockholm, Sweden; Angered Hospital, Sweden; University of Gothenburg Centre for Person-Centred Care (GPCC), Sahlgrenska Academy, University of Gothenburg, Sweden.
Abstract
AIM: To describe Swedish nursing students' perceptions of caring for dying people after the first year of a three year in a nursing programme at three university nursing schools in Sweden. METHODS: Interviews (n=17) were undertaken with nursing students at the end of their first year. A phenomenographic approach was used to design and structure the analysis of the nursing students' perceptions. RESULTS: The analysis resulted in five categories: 1) from abstract to reality, 2) from scary to natural, 3) increased knowledge can give bad conscience, 4) time limits versus fear of end-of-life conversations, and 5) meeting with relatives. CONCLUSION: Nursing students need to be prepared both theoretically and within practice to encounter death and dying and to care for dying persons. By combining their theoretical knowledge of dying and death with their own encounters of death and dying people in practice, the students can be supported to develop an understanding of dying and death as a natural part of life rather than something frightening.
AIM: To describe Swedish nursing students' perceptions of caring for dying people after the first year of a three year in a nursing programme at three university nursing schools in Sweden. METHODS: Interviews (n=17) were undertaken with nursing students at the end of their first year. A phenomenographic approach was used to design and structure the analysis of the nursing students' perceptions. RESULTS: The analysis resulted in five categories: 1) from abstract to reality, 2) from scary to natural, 3) increased knowledge can give bad conscience, 4) time limits versus fear of end-of-life conversations, and 5) meeting with relatives. CONCLUSION: Nursing students need to be prepared both theoretically and within practice to encounter death and dying and to care for dying persons. By combining their theoretical knowledge of dying and death with their own encounters of death and dying people in practice, the students can be supported to develop an understanding of dying and death as a natural part of life rather than something frightening.