Educating for the end: A decade of death literacy interventions in U.S. health professions training.
AbstractMost 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 inter...
| Publicado en: | Death Studies pp. 1 - 21 |
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| Autores principales: | , , , , |
| Formato: | Journal Article |
| Publicado: |
Taylor & Francis Ltd
Jun2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=194933857&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 194933857 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 07481187 DEA jtl: Death Studies issn: 07481187 maglogo: N pubinfo: dt: Jun2026 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 194933857 10.1080/07481187.2026.2693535 194933857 ppf: 1 ppct: 20 formats: fmt: @attributes: type: P tig: atl: Educating for the end: A decade of death literacy interventions in U.S. health professions training. aug: au: Decker, Autumn Weaver, Raven H. Bolkan, Cory Klein, Tracy Bruzios, Kathryn affil: Rede Group sug: ab: AbstractMost 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. pubtype: Academic Journal doctype: Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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