Opening up to learning spiritual care of patients: a grounded theory study of nursing students

Abstract

Study participants reported seeing few role models in clinical settings. Making spiritual assessment and interventions more visible and explicit would facilitate student learning in clinical practice. Evaluative discussions in clinical settings that include spiritual concerns will enhance holistic care.

Teaching spirituality to student nurses

“…As spiritual concerns are included in post conferences in the clinical settings, holistic care will be enhanced. [20] 2.1.3 Situational barriers to providing spiritual care…”

“…The individual student needs not only information about spirituality but also excellent communication ability. [20] Growing personal maturity and self-awareness develops an understanding of how one's own life story impacts vulnerability and strength. Transformative learning is promoted by ongoing evaluation by the clinical faculty of student spiritual care practices.…”

“…[19] There is a growing focus on methodical teaching and management of students to prepare them to assist patients' spiritually. [20] Nursing students can be prepared through education to recognize and act on spiritual cues. Making spiritual assessments and interventions more obvious in the clinical practice will facilitate student learning.…”

“…As spiritual concerns are included in evaluation discussions in the clinical settings, holistic care will be enhanced. [20] Relevant nursing education on more effective ways to teach spiritual care will contribute to the enhancement of the quality of delivery of this vital aspect of holistic nursing. [21] This approach is consistent with the teachings on holistic care as shown by the theoretical model in the Neuman model that makes spirituality explicit.…”

“…[19] There is a growing focus on methodical teaching and management of students to prepare them to support patients spiritually. [20] Nursing students can be prepared through education to be mindful of spiritual cues and proceed with a patient-centered conversation when appropriate. A considerate, trusting student-teacher relationship and sensitive conversation can assist the student to determine what is significant to patients.…”