Abstract

Guided by stress and coping theory, qualitative content analysis was used to examine student written assignment responses (N = 100) about the importance of and student preparedness for completing their own advance directive (AD). Codes represented primary and secondary appraisals, coping, and outcomes. Primary appraisals were 47% benign, 47% stressful, and 6% irrelevant. Benign primary appraisals were associated with reporting greater internal and external resources and intent to complete an AD. Exposing students to information about AD can be useful, but student completion of an AD should be reserved for classes that help students process emotions and information about their preferences for end-of-life care.

摘要

以压力和应对理论为指导，使用定性内容分析来检查学生书面作业的回答（N  = 100），了解学生完成自己的预先指示（AD）的重要性和准备情况。代码代表主要和次要评估、应对和结果。初步评估为 47% 的良性、47% 的压力和 6% 的无关。良性的初步评估与报告更多的内部和外部资源以及完成 AD 的意图有关。让学生了解有关 AD 的信息可能很有用，但学生完成 AD 后应保留给帮助学生处理情绪和有关他们对临终关怀偏好的信息的课程。