Despite evidence in college students indicating a hunger for spiritual insight and spirituality's application in health care, there continues to be guardedness within the academy towards inclusion of curricula that address spirituality. The purpose of this article is to examine the ethical considerations of teaching spirituality in the academy by describing current trends, issues relevant to nursing education and practice, legitimate concerns of the academy, and the importance of an ethical instructional response when teaching about spirituality. Data supporting the interest and desire by students to explore meaning and purpose in the context of spirituality will be presented. Challenges and barriers inherent in teaching this topic will be described, including the affective response, the lack of a universally accepted definition of spirituality, and spirituality's relationship to religion. Pedagogical strategies consistent with an ethical instructional response will be discussed as the key to eliciting trust within the academy. A model of teaching spirituality and health will be offered to illustrate these possibilities.

The purpose of this study was to explore experiences of personal transformation and development of self-authorship in registered nurses (RNs) who recently completed an RN to bachelor of science in nursing (BSN) program. A content analysis was performed on the qualitative data obtained from semistructured interviews with 14 RNs. Experiences of personal transformation and development of self-authorship fell into two categories: changes in self included having gained (1) a broader perspective, (2) confidence, and (3) awareness and clarity, and changes in practice included feeling (1) more well rounded as a nurse, (2) more confidence in practice, and (3) having acquired new skills. Meaningful changes occurred in this sample of RNs, shedding light on characteristics of personal transformation in the context of learning. Development of self-authorship differed by age-groups. Research is recommended to explore ways to encourage personal transformation and development of self-authorship and whether these changes in RNs have an impact on patient care outcomes.

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