Abstract：
BACKGROUND: Anatomy education is a fundamental part of clinical nursing, but anatomy courses may lead to a range of psychological changes, such as death anxiety and sense of meaning in life. Such experiences and changes may influence student\'s willingness to donate their body. There is insufficient evidence on whether anatomy courses bring about these changes, and the reasons behind experiences are unclear. Focusing on these changes is essential to improve anatomy education in nursing and to promote the mental health of students in the nursing field.
OBJECTIVE: To explore changes and underlying reasons for death anxiety, sense of meaning in life, and the willingness to donate a body before and after anatomy courses.
METHODS: An explanatory sequential explanatory mixed-methods study.
METHODS: A total of 60 students completed quantitative surveys and 16 students from the sub-samples of the quantitative stage were included in the qualitative interviews. All students were from a comprehensive university in Changsha, Hunan Province, China.
METHODS: Data were collected from September 2022 to April 2023, including two rounds of questionnaire surveys and one interview. The questionnaires included sociodemographic data, the Death Anxiety Scale (CT-DAS), the Meaning of Life Scale (MLQ), and a body donation willingness question. Interviews were conducted based on the research objectives. The statistical methods included descriptive statistics, z-tests, and thematic analysis.
RESULTS: Quantitative results showed a decrease in emotional dimension of death anxiety (z = -2.534, P < 0.05) and an increase in body donation willingness (z = -3.183, P < 0.05). Qualitative analysis revealed cognitive experience and value assessment may relate to the changes. Based on the two themes, the reduction of death anxiety in emotional dimension can be further attributed to four factors: demystification, instrumentalization, desensitization, and respect and gratitude towards donors. The increase in willingness to donate bodies can be further attributed to two aspects: increase in knowledge of body donation and the affirmation of the value of donation.
CONCLUSIONS: The study found that students experience a decrease in death anxiety in the emotional dimension and an increased inclination to donate their bodies after anatomy courses, which may be related to cognitive experience and value assessment. Future nursing anatomy education could delve deeper into these two perspectives and support students to positively cope with death anxiety and rethink body donation through enriching death education activities such as donor memorial ceremonies. These results provide a basis for designing anatomy courses and improving the psychological well-being and professional competence of nursing students.
OBJECTIVE: To explore changes and underlying reasons for death anxiety, sense of meaning in life, and the willingness to donate a body before and after anatomy courses.
METHODS: An explanatory sequential explanatory mixed-methods study.
METHODS: A total of 60 students completed quantitative surveys and 16 students from the sub-samples of the quantitative stage were included in the qualitative interviews. All students were from a comprehensive university in Changsha, Hunan Province, China.
METHODS: Data were collected from September 2022 to April 2023, including two rounds of questionnaire surveys and one interview. The questionnaires included sociodemographic data, the Death Anxiety Scale (CT-DAS), the Meaning of Life Scale (MLQ), and a body donation willingness question. Interviews were conducted based on the research objectives. The statistical methods included descriptive statistics, z-tests, and thematic analysis.
RESULTS: Quantitative results showed a decrease in emotional dimension of death anxiety (z = -2.534, P < 0.05) and an increase in body donation willingness (z = -3.183, P < 0.05). Qualitative analysis revealed cognitive experience and value assessment may relate to the changes. Based on the two themes, the reduction of death anxiety in emotional dimension can be further attributed to four factors: demystification, instrumentalization, desensitization, and respect and gratitude towards donors. The increase in willingness to donate bodies can be further attributed to two aspects: increase in knowledge of body donation and the affirmation of the value of donation.
CONCLUSIONS: The study found that students experience a decrease in death anxiety in the emotional dimension and an increased inclination to donate their bodies after anatomy courses, which may be related to cognitive experience and value assessment. Future nursing anatomy education could delve deeper into these two perspectives and support students to positively cope with death anxiety and rethink body donation through enriching death education activities such as donor memorial ceremonies. These results provide a basis for designing anatomy courses and improving the psychological well-being and professional competence of nursing students.
摘要：
背景：解剖学教育是临床护理的基本组成部分，但是解剖学课程可能会导致一系列的心理变化，比如死亡焦虑和生命意义感。这样的经历和变化可能会影响学生捐献身体的意愿。没有足够的证据证明解剖学课程是否会带来这些变化，经验背后的原因尚不清楚。关注这些变化对于改善护理领域的解剖学教育和促进护理领域学生的心理健康至关重要。
目的：探讨死亡焦虑的变化及其根本原因，生活中的意义，以及在解剖学课程之前和之后捐赠尸体的意愿。
方法：一项解释性序贯解释性混合方法研究。
方法：共有60名学生完成了定量调查，16名来自定量阶段子样本的学生被纳入定性访谈。所有学生都来自长沙一所综合性大学，湖南省,中国。
方法：数据收集时间为2022年9月至2023年4月，包括两轮问卷调查和一次访谈。问卷包括社会人口统计数据，死亡焦虑量表（CT-DAS），生命意义量表(MLQ)，还有一个遗体捐献意愿的问题.根据研究目标进行访谈。统计方法包括描述性统计，z-tests,和专题分析。
结果：定量结果显示死亡焦虑情绪维度降低（z=-2.534，P<0.05），遗体捐献意愿增加（z=-3.183，P<0.05）。定性分析揭示了认知体验和价值评估可能与变化有关。基于这两个主题，死亡焦虑在情感维度上的减少可以进一步归因于四个因素:去神秘化，工具化，脱敏,对捐助者的尊重和感激。遗体捐献意愿的提高可以进一步归结为两个方面:遗体捐献知识的增加和对捐献价值的肯定。
结论：研究发现，学生在情感方面的死亡焦虑减少，在解剖学课程结束后捐献身体的倾向增加，这可能与认知经验和价值评估有关。未来的护理解剖学教育可以更深入地研究这两种观点，并通过丰富的死亡教育活动，如捐赠者纪念仪式，支持学生积极应对死亡焦虑，重新思考身体捐赠。这些结果为设计解剖学课程，提高护生的心理健康和专业能力提供了依据。
目的：探讨死亡焦虑的变化及其根本原因，生活中的意义，以及在解剖学课程之前和之后捐赠尸体的意愿。
方法：一项解释性序贯解释性混合方法研究。
方法：共有60名学生完成了定量调查，16名来自定量阶段子样本的学生被纳入定性访谈。所有学生都来自长沙一所综合性大学，湖南省,中国。
方法：数据收集时间为2022年9月至2023年4月，包括两轮问卷调查和一次访谈。问卷包括社会人口统计数据，死亡焦虑量表（CT-DAS），生命意义量表(MLQ)，还有一个遗体捐献意愿的问题.根据研究目标进行访谈。统计方法包括描述性统计，z-tests,和专题分析。
结果：定量结果显示死亡焦虑情绪维度降低（z=-2.534，P<0.05），遗体捐献意愿增加（z=-3.183，P<0.05）。定性分析揭示了认知体验和价值评估可能与变化有关。基于这两个主题，死亡焦虑在情感维度上的减少可以进一步归因于四个因素:去神秘化，工具化，脱敏,对捐助者的尊重和感激。遗体捐献意愿的提高可以进一步归结为两个方面:遗体捐献知识的增加和对捐献价值的肯定。
结论：研究发现，学生在情感方面的死亡焦虑减少，在解剖学课程结束后捐献身体的倾向增加，这可能与认知经验和价值评估有关。未来的护理解剖学教育可以更深入地研究这两种观点，并通过丰富的死亡教育活动，如捐赠者纪念仪式，支持学生积极应对死亡焦虑，重新思考身体捐赠。这些结果为设计解剖学课程，提高护生的心理健康和专业能力提供了依据。
