Aims and objectives
To map existing evidence about educational interventions or strategies in nursing and allied healthcare concerning students’ and staffs’ spiritual care provision.
Background
Spiritual care is an important part of whole person care, but healthcare staff lack competence and awareness of spiritual issues in practice. To rectify this, it is important to identify what educational approaches are most helpful in supporting them to provide spiritual care.
Design
A scoping review using the PRISMA‐ScR checklist.
Method
Searches in the databases CINAHL, MEDLINE, ATLA and ERIC were conducted for papers spanning January 2009–May 2020. Search terms were related to spirituality, spiritual care, education and clinical teaching. Appraisal tools were used.
Results
From the 2128 potentially relevant papers, 36 were included. The studies were from 15 different countries and involved nurses, physicians and other health‐related professions, and both quantitative, qualitative and mixed methods were used. The results are presented in three themes: Understanding of spirituality, Strategies in educational settings, and Strategies in practice settings. The review points to great diversity in the content, lengths and setting of the educational interventions or strategies.
Conclusions
Courses in spiritual care should be implemented in curricula in both undergraduate and postgraduate education, and several studies suggest it should be mandatory. Courses should also be available for healthcare staff to raise awareness and to encourage the integration of spiritual care into their everyday practice. There is a need for greater consensus about how spirituality and spiritual care are described in healthcare settings.
Relevance to clinical practice
Spiritual care must be included both in monodisciplinary and multidisciplinary educational settings. The main result of spiritual care courses is in building awareness of spiritual issues and self‐awareness. To ensure the provision of spiritual care for patients in healthcare practices, continuing and multidisciplinary education is recommended.
Aims
To examine the use and effects of multiple simulations in nursing education.
Design
A mixed study systematic review. Databases (CINAHL, Medline, PubMed, EMBASE, ERIC, Education source and Science Direct) were searched for studies published until April 2020.
Method
Researchers analysed the articles. Bias risk was evaluated using the Critical Appraisal Skills Programme and Cochrane Risk of Bias tool.
Results
In total, 27 studies were included and four themes identified. Students participated in multiple simulation sessions, over weeks to years, which included 1–4 scenarios in various nursing contexts. Simulations were used to prepare for, or partly replace, students’ clinical practice. Learning was described in terms of knowledge, competence and confidence.
Conclusion
Multiple scenario‐based simulation is a positive intervention that can be implemented in various courses during every academic year to promote nursing students’ learning. Further longitudinal research is required, including randomized studies, with transparency regarding study design and instruments.
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