Student responses to advance directives assignments in undergraduate courses in the United States: A qualitative examination of stress appraisals, coping, and outcomes

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.

Acknowledgements

We would like to thank Kevin Yee, Ph.D., who was instrumental in de-identifying our data and obtaining demographic information of the students.

Disclosure statement

The authors of this manuscript declare that there is no conflict of interest.