Student responses to advance directives assignments in undergraduate courses in the United States: A qualitative examination of stress appraisals, coping, and outcomes
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.
Templeman, Maureen E., Carlyn E. Vogel, Victoria R. Marino, Debra Dobbs, and William E. Haley. "Student responses to advance directives assignments in undergraduate courses in the United States: A qualitative examination of stress appraisals, coping, and outcomes." Death Studies (2021): 1-11.