The problem of aging in modern society is becoming more and more prominent. Depletion of resources, environmental degradation, terrorism and difficult diseases are depriving human life and increasing the number of unnatural deaths. As the study of death has advanced, the criteria of death have also changed. In order to educate people to cherish life and cultivate a healthy and rational view of death, death education has become more and more important. 1.Definition of death education: The so-called death education is the education on how to understand and treat death. It promotes people’s understanding of death from different aspects, such as psychology, ethics, sociology, medicine, economics, nursing and law, to treat life well and seek good psychological support when facing the death of oneself or others. Death education is not only about death itself, but also about people’s feelings and emotions about the world they live in. 2. The role of death education: It helps nursing staff understand the physical and psychological changes that occur when a patient dies, and there are only three kinds of death: accidental death, natural death and death by disease. As a nurse, the focus is on death by disease, which accounts for 90-95% of all 3 types of deaths. Generally speaking, death by disease is characterized by varying degrees of physical pain and mental anguish, so nurses are required to use various scientific methods to alleviate the pain and give appropriate psychological support. It helps to form a new view of life The traditional view of life tells us that life is the most sacred, life is the most fortunate, life is the most precious, and life cannot end easily. Its mapping in medical activities is that the patient’s life is sacred and should be saved at all costs to maintain and prolong the patient’s life process. And doing so is not really humanitarian. The new view of life emphasizes not only the sanctity of life, but also the quality and value of life. Death education is the science of improving the quality of life, and it makes people aware of the preciousness of time. When planning the blueprint of one’s lifetime, it should be planned and rationalized. 3.Contents of death education: It involves the basic concept of death science; the basic theory of death psychology, death research; family bereavement grief and psychological counseling; philosophical and religious death thoughts; social and cultural aspects of death; moral and legal aspects of death; and transcendence of death. 4. Hospice care: The rise and development of hospice care: Hospice care originated in the 12th century as a place similar to an inn or a post for pilgrims on their way, so that they could rest or be treated when they were tired or sick, and then go back to the road with energy. During this period, many people were unable to return to the road due to illness and exhaustion, but of course, they could also be considered to have gone to heaven. In 1967, Dr. Saunders founded St. Christopher’s Hospice in England to care for patients with terminal cancer. It was the first hospice with a special care program, and later became a model for hospices everywhere. 5. Forms of death education: Death education can be broadly divided into two categories. One type is conventional death education, which includes life systems, life ethics, life etiquette, life education, grief counseling and wellness skills. The form can be integrated into the corresponding curriculum or infiltrated into students’ social practice, such as participating in volunteer service in nursing homes. Students should learn to live in harmony with others while cherishing and maintaining their own lives, cultivating a spirit of humanistic and social care, and respecting and caring for the lives of others. Another category is crisis intervention education. “How can you see the rainbow without experiencing the storm”, as important as the cognitive death is the emotional will education, no psychological preparation for failure, no defeat, defeat, can not afford to lose, often lead to tragedy. Therefore, failure education, frustration education, cheerful education, emotional education and mental health education help to examine the quality of life from an integrated perspective and promote the co-development of students in cognitive, emotional and volitional aspects.