Competence in Spiritual and Emotional Care: Learning Outcomes for the Evaluation of Nursing Students

Abstract

Spiritual and emotional care is an important part of the person, especially in situations such as changes in health or a community coping with a pandemic. However, nurses report scarce university training in this area of care. The aim of the study is to define a catalogue of learning outcomes for spiritual and emotional care for undergraduate nurses. The design used a mixed method for the development and validation of learning outcomes. The first phase designs the catalogue of learning outcomes through a coordinating group and uses a bibliographic search and nursing legislation. The second phase validates the proposal through a group of experts, with a questionnaire using the modified Delphi technique in two rounds. The initial proposal was 75 learning outcomes, of which 17 were eliminated, 36 changed their wording and the experts proposed 7 new ones. The experts validated 65 learning outcomes: 14 for Assessment and diagnosis; 5 for Planning; 17 for Intervention; 4 for Evaluation and quality; 8 for Communication and interpersonal relationship and 17 for Knowledge and intrapersonal development. In conclusion, the academic curriculum can include these learning outcomes to help undergraduate nurses in the process of acquiring knowledge, skills and attitudes in spiritual and emotional care.

Perceived Barriers to Providing Spiritual Care in Palliative Care among Professionals: A Portuguese Cross-Sectional Study

“…During clinical placements, professionals and mentors must provide the best possible examples to help students comprehend and improve their spiritual care competence [ 56 ]. Spiritual leadership fosters holistic care and cooperation, two factors that encourage spirituality at work and create a clinical environment that is conducive to learning spiritual care.…”

Importance of Soft Skills in Health Sciences Students and Their Repercussion after the COVID-19 Epidemic: Scoping Review

“…All the texts consulted agree on the importance of emotional competences in the personal and professional development of future nurses [ 33 , 34 , 35 , 36 , 37 , 38 , 39 , 40 , 41 , 42 , 43 , 44 ] ( Table 2 ). Some authors, such as Kim [ 33 ] or Chew [ 34 ], evaluated the influence of emotional intelligence (EI) on students’ academic performance and highlighted communication as the main element within EI.…”

“…Chew [ 34 ], on the other hand, found an inversely proportional relationship between good socialisation and academic performance in his study. Laari [ 35 ], Sarrión-Bravo [ 36 ], and Choi [ 37 ] suggested, in their studies, that working on soft skills in the classroom improved subsequent contact with the patient, very similarly to the work performed with simulation.…”

Competencies in the Robotics of Care for Nursing Robotics: A Scoping Review

“…The results are shown in Table 3 . The competencies are organized into five categories (first column): (1) assessment; (2) diagnosis; (3) identification of objectives; (4) intervention (in this case implementation) and (5) evaluation [ 25 , 26 ].…”

“…The competencies for nursing development in care robotics were grouped into five categories corresponding to the five phases of the nursing process: (1) assessment, (2) diagnosis, (3) planning, (4) intervention (in this case implementation) and (5) evaluation. These phases have been used by Sarrión-Bravo et al [ 25 ] to define competencies in spiritual and emotional care, and by García-Día [ 26 ] to relate them to product life cycle and project process groups in the book Project Management in Nursing Informatics.…”