Research Article Volume 14 Issue 4 - March 2020 DOI: 10.19080/PBSIJ.2020.14.555893 Psychol Behav Sci Int J Copyright © All rights are reserved by Larissa Rodrigues Perceptions and Emotions of Nursing Students in View of Death Larissa Rodrigues 1 and Ana Catarina Araújo Elias 2 1 Nurse, PhD student in Medical Sciences at the State University of Campinas in Campinas, Brazil 2 Psychologist, Doctor in Medical Sciences at the State University of Campinas in Campinas, Brazil Submission: January 30, 2020; Published: March 04, 2020 *Corresponding author: Larissa Rodrigues Rui Barbosa Street, 1836, Salto, SP - Brazil Psychology and Behavioral Science International Journal ISSN 2474-7688 Psychol Behav Sci Int J 14(3): PBSIJ.MS.ID.555893 (2020) 00128 Introduction When one leaves the ‘obstinacy for the cure’ in detriment of the ‘fullness of life’, there is a move towards a paradigm change related to health care at a time when, without too much aggression to the body that cannot have the living conditions restored, it is necessary to train nurses in palliative care [1]. The perspective of insidiously extinguishment of life enables the adoption of a reflective posture, with review of concepts and paradigms by those who experience the proximity of death, whether patients, family or health professionals [2]. Prolonging the dying process brings unnecessary psychological, emotional and physical suffering and makes death seem an invader, something far distinct from that naturally enduring being. Instead of rest and peace, they receive devices, bites, probes and catheters, among other invasive procedures, because health professionals are concerned about organs, pulsations and other parameters and not with the person who is afraid of dying [3]. In order nurses can act as a link between the parties and provide comfort, environmental safety, individuality and quality of life for the patient until the last moment of his life, it is necessary to be prepared, to study and develop their psychological and emotional issues, becoming subtle and firm in their positioning in relation to the patients’ issues and their treatment [4,5]. Knowing how to act is to be aware of the technical-scientific procedure and prepared to elaborate one’s own emotions and assist in the elaboration of the emotions of others. “Nursing and medical schools must prepare professionals so that, besides being technically competent, they are able to deal with their own feelings and use them in a deliberate and humanly sophisticated way” [6]. The aim of this study was to evaluate the nursing undergraduate education in the final period of the undergraduate course regarding death, as well as to identify the student’s perception and emotions about the terminality of life. Method The subjects of this research were 21 students from the last period of the undergraduate nursing course at a college in the state of São Paulo, Brazil. The sample calculation was performed Abstract The aim of this study was to evaluate the nursing student’s education in relation to death and terminal emotions. The research subjects were 21 students from the last period of the undergraduate nursing course of a college in the countryside of São Paulo. Some students were randomized to answer a semi-structured questionnaire consisting of 6 open-ended questions and a Visual Analog Scale (VAS). The following analyzes were performed: content thematic analysis and quantitative by the statistical modality. We found categories in each question and indicated a maximum of 4 types of profile among students, ranging from 33% to 78% who felt prepared or ready to face work with death and knew the goals of palliative care. The percentage of students who did not feel prepared and considered the approach to palliative care in the undergraduate course varied from 5% to 43%. The uncomfortable intensity of feelings about death prevailed among the students. So, greater importance to palliative care is required during the undergraduate nursing course. The lack of practice of palliative care is evident and a clinical practice stage in palliative care should be inserted, as the experience can bring students’ emotions and provoke the necessary discussion for the theme. Keywords: Academic; Palliative care; Nursing, Death