本研究的⽬的在探討⽣死學課程實施後對護理學院學⽣在態度上的改變狀況及影響的因素，採⽤「實驗組、對照組前後測」的⽅式來進⾏，研究對象為某護理學院學⽣704名，課程實施前後各給予問卷施測，有效問卷610份，經統計分析後得知：實驗組學⽣接受⽣死學課程後在下列「死亡逃避反應」上有顯著的減弱，如不再避免討論死亡事件、不再刻意逃避思考與死亡有關的話題、討論死亡課題後⼼情不再變得不佳、願意去思考死亡有關的事。另外在⾯對或討論死亡課題後，對「⾃⼰⽣命或⼈⽣意義」有顯著的增強，如對⽣命更加充滿感恩的⼼，有助⾃⼰⼈⽣的成長，對⾃⼰⽣命更加負責任，願意和臨終朋友討論死亡課題，⽣命更有意義，對⼈⽣更加喜捨與⾃在。 ⽣死學教育具有降低學⽣逃避死亡並增強其正向的⼈⽣意義態度的顯著效果，主要是經由⽣死學教學過程中促使護理學院學⽣增強其處理死亡勝任感，以及學⽣⾃⼰從⽣死學相關論著獲得的知識。

Life and death education is given to student nurses to reinforce their competency in facing death and to gain knowledge on the subject from reading references. The effectiveness of life and death education was measured by comparing the differences between experimental and control groups for 704 student nurses. A quasi-experimental design was used, with 243 taking a "death course" participated as the experimental group in the study. Two sets of questionnaires as "pretest" and "protest" were utilized to collect data. Findings indicated that receiving life and death education would not only reduce chance of avoiding death level in discussing death, dwelling on thoughts of death, and feeling depressed, but also increase their "life meaning" level in being more responsible for their own life, and willing to discuss death with a dying friend.

生死學；協同教學；護理學生；生死態度

thanatology; team teach; Nursing Student; life and death attitudes