Advancement of life and death education research: recommending implementation of the Life + Death Education Framework for teaching and research purposes.

and is a distinct field of study that has potential practicality and life relevance for us to consider. For example, one notable inquiry pertaining to life education teaching entails appreciation and theoretical understanding of quality life functioning (e.g.

The Life + Death Education Framework: Proposition of a 'Universal' Framework for Implementation.

and is a distinct field of study that has potential life relevance for consideration (e.g., self-awareness and subsequent improvement of one's own health well-being).

Expanding the scope of "trans-humanism": situating within the framework of life and death education - the importance of a "trans-mystical mindset".

and , as noted from the literatures, has been studied and researched extensively in China, Malaysia, and Taiwan. Our own research undertakings over the past several years, situated in different sociocultural settings have delved into aspects of life and death that could help advance theoretical understanding of the subject matters (e.g.

Advancing the study of life and death education: theoretical framework and research inquiries for further development.

, also known as and , is an interesting subject that may coincide with the subject of lifespan development. In brief, from our theoretical perspective, which guides our teaching and curriculum development, life education considers personal understanding of life functioning on a daily basis, whereas death education explores matters that are related to death and dying. For example, how can a social worker utilize his life knowledge, or life wisdom, to assist a relative to understand the intricate nature of death? In a similar vein, how can a senior citizen use her personal experience of Buddhist meditation practice to overcome a minor Covid setback? Central to our teaching practice is the premise of 'active transformation' (i.

Empirical validation of the psychological concept of a perceived feeling of 'energy': Advancement into the study of positive psychology.

The paradigm of positive psychology, significant in nature, helps to explain the proactivity and motivation of human agency, such as a secondary school student's state of autonomy, confidence, and personal resolve to strive for optimal learning and/or non-learning experiences. Our recent research development, in tandem with other scholars' inquiries, has focused on one aspect of positive psychology-namely, a person's achievement of 'optimal best', which reflects the maximization of his/her state of functioning (e.g.

Life, death, and spirituality: A conceptual analysis for educational research development.

, also known as , is an important subject in Taiwan. Life education is more than just the study of a person's development throughout the lifespan (e.g.

Introducing the Study of Life and Death Education to Support the Importance of Positive Psychology: An Integrated Model of Philosophical Beliefs, Religious Faith, and Spirituality.

, also known as , is an important subject in Taiwan with institutions (e.g., high school) offering degree programs and courses that focus on quality learning and implementation of life education.

Advancing the Study of Positive Psychology: The Use of a Multifaceted Structure of Mindfulness for Development.

Positive psychology, as a distinctive paradigm, focuses on the remedy of pathologies and, by contrast, the promotion of positive experiences and conditions in life (e.g., encouraging a state of flourishing).

The effectiveness of a health promotion intervention on the meaning of life, positive beliefs, and well-being among undergraduate nursing students: One-group experimental study.

Nursing educators have a responsibility to value undergraduate nursing students' physical, psychological, spiritual, and social health promotion.The purpose of the study was to examine the effectiveness of a health promotion intervention concerning meaning of life, positive beliefs, and well-being among undergraduate nursing students in a health promotion curriculum.The study was adopted a pretest, posttest, and post post-test design in 1-group experimental study with a purposive sample of 112 undergraduate nursing students who attended in a health promotion curriculum and voluntarily completed a reliable 3-part questionnaire (content validity index = 0.

Simulated directed-learning in life-education intervention on the meaning of life, positive beliefs, and well-being among nursing students: A Quasi-experimental study.

Nursing educators have the responsibility to equip nursing students with knowledge about the meaning of life, positive beliefs, and well-being in order to enhance their physical, psychological, spiritual, and social health education and promotion. The purpose of this study was to explore nursing students' simulated directed-learning in a life-education intervention on the meaning of life, positive beliefs, and well-being in regard to immediate and delayed effects in improving physical, psychological, spiritual, and social health education and promotion.The method of this study was constituted a quasi-experimental design with experimental and control groups for pre-test, post-test, and post-post-test.

Nursing students' relationships among meaning in life, well-being, and positive beliefs: A cross-sectional survey study.

Nursing educators have a core responsibility to develop nursing students' health promotion. The purpose of this study was to explore nursing students regarding their relationships among meaning in life, well-being, and positive beliefs. A cross-sectional survey design was adopted in this study.