Perceived professional competence in spiritual care and predictive role of spiritual intelligence in Iranian nursing students

Ahmadi, Mehrnaz; Estebsari, Fateme; Poormansouri, Saeed; Jahani, Simin; Sedighie, Ladan

doi:10.1016/j.nepr.2021.103227

Cited by 18 publications

(19 citation statements)

References 34 publications

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“…Throughout the workshop, the children discussed and valued each other's ideas about what was possible to do given the affordable mobile innovative technology (stop motion app on the iPad) and workshop structure. This pattern of other-orientation was evident in all six groups [21].…”

Section: Resultsmentioning

confidence: 54%

Student Opinions on the Use of High-Tech Mobile Devices in the Design of Digital Games for Learning

Jeanette

Ovchinnikova

Nurdiyanto³

2022

Int. J. Artif. Intell. Res

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Schools have adopted digital technologies as a strategy for learning and teaching activities because it offers opportunities for scaffolding. This strategy has been implemented in conjunction with creative activities. In addition, activities based on digital games, known as digital game-based learning (DGBL), and various mobile technologies, have been piloted in schools over the past few years to develop innovative learning. The purpose of this research is to investigate how children's collaborative interactions develop while participating in activities requiring them to solve problems utilizing intelligent and mobile technology. Our research combines theoretical viewpoints on joint participation, affordances, and a sense of community in the context of collaborative interactions. This is done with a contextual perspective on learning as its starting point. The following are some of the questions posed in this research: (1) How do children's digital game design activities drive and support collaborative interactions while they are engaged in problem-solving activities? Furthermore, (2) How do children's ideas for designing digital games manifest themselves during activities involving the design of games that involve innovative mobile technology? The study is based on a case where a creative workshop was held with 22 Swedish third-grade children aged 9 to 10 years old who participated in game design activities in a pedagogical lab. When the children worked together to solve the problem of designing and producing a joint digital game idea using mobile technology, a sense of community emerged due to their efforts. The study's results were analyzed using a thematic approach, which revealed that the children used different orientations in their collaborative interactions. Based on this, we argue that it is crucial to be aware of the pedagogical context when preparing for educational activities that involve innovative mobile technology. This is because the pedagogical context is the aspect of the design that creates meaningful collaborative interactions, and it is only then that innovative mobile technology becomes smart. These findings have significant ramifications for the methodological field of incorporating cutting-edge mobile technology into various types of educational settings

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Section: Resultsmentioning

confidence: 54%

Student Opinions on the Use of High-Tech Mobile Devices in the Design of Digital Games for Learning

Jeanette

Ovchinnikova

Nurdiyanto³

2022

Int. J. Artif. Intell. Res

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“…Through prior research and supported by research literature (Ahmadi et al, 2021;Cone & Giske, 2021a;Dewittea et al, 2021;Ghorbani et al, 2021;McSherry et al, 2020), the SEP Team discovered that the patient experience is fairly similar across healthcare around the world, reflecting the sense of vulnerability one feels when you lose control of your life and/or health. Nursing and midwifery also have global similarity in that it is a helping profession with a strong service element at its core along with the importance of compassionate care (International Council of Nurses, 2021;Puchalski, 2006;McSherry et al, 2021).…”

Section: Nursing Around the Worldmentioning

confidence: 99%

Strengths and challenges with spiritual care: Student feedback from the EPICC Spiritual Care Self‐Assessment Tool

et al. 2023

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AimTo explore qualitative data from students' self‐reported competencies in spiritual care gathered during testing of a student self‐assessment tool based on the EPICC Spiritual Care Education Standard.DesignReflexive thematic analysis of qualitative data from a multinational study on validating a new self‐assessment tool.MethodsThe EPICC Spiritual Care Education Standard for competency in spiritual care was developed to enhance nurses' and midwives' ability to provide spiritual care by creating a baccalaureate education standard for spiritual care competencies. Spiritual care researchers then developed a self‐assessment tool to raise student awareness of spirituality and track personal and professional growth in spiritual care competency. The EPICC Spiritual Care Competency Self‐Assessment Tool, tested at eight universities in five countries, provided many opportunities for student comments, resulting in rich qualitative data presented here.ResultsThemes related to strengths, weaknesses and areas for improvement. Identified strengths were similar across countries: caring attitudes, general knowledge of caring and compassion and good communication skills. Weaknesses/challenges touched on spirituality as overlooked in some cultures but part of life for others, complex questions were hard to understand, and self‐assessment tools are common for some and rare for others. Areas for improvement included need for knowledge of religious and other deeply held beliefs and for greater spiritual assessment skills. Similarities across countries related to basic training in communication and compassionate care for nurses globally. Differences lay in the challenges and/or barriers for spiritual care and may relate to cultures within countries and/or university test sites.Relevance to clinical practiceThe Tool raises awareness of spirituality among students and working nurses, providing an accessible way to self‐check personal and professional growth in spiritual care competencies, which increases student and nurse capacity to become more knowledgeable and skilled in facilitating spiritual care, thus be role models for students at the intersection of spirituality and health.

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“…SI is of interest not only in the individual fields of nursing but also in organizational fields [ 26 ]; hence, one of the reasons for increasing research on spirituality can be its remarkable impact on improving individual and organizational performance [ 27 ]. Using their spiritual intelligence, nurses can solve problems, give meaning to their work and activities, become aware of the meaning of their performance, and find out their more valid actions [ 28 ].…”

Section: Introductionmentioning

confidence: 99%

Communication competence, self-efficacy, and spiritual intelligence: evidence from nurses

et al. 2023

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Introduction Communication skills and acceptable levels of spiritual intelligence (SI) are the prerequisites of the nursing profession, which can significantly impact the individual and organizational performance of nurses. This study aimed to investigate the competency and self-efficacy of communication and its relationship with the SI of nurses. Methods This cross-sectional study was conducted in 2021 and included 312 nurses working in a COVID-19 hospital in the south of Iran. The data collection instruments were the Standard Communication Competence Scale, Communication Self-Efficacy, and SI Questionnaires. Data were analyzed with SPSS software version 23 using descriptive and inferential statistics, and t-test, ANOVA, Pearson’s correlation coefficient, and multiple linear regression were performed at 5% significance level. Results The mean scores of nurses’ communication competence, communication self-efficacy, and SI were 89.11 ± 7.32 out of 180, 64.45 ± 5.61 out of 120, and 147.13 ± 11.26 out of 210, respectively. A direct and significant correlation was observed between competence (r = 0.527, p<0.001) and communication self-efficacy (r = 0.556, p<0.001) with spiritual intelligence. The dimensions of spiritual intelligence, including the ability to deal with and interact with problems, self-awareness, love and affection, general thinking and doctrinal dimension, and dealing with moral issues, were identified as predictors of nurses’ communicative competence and self-efficacy (p<0.05). There was a positive and significant correlation between nurses’ competence and self-efficacy with their age (p<0.05). The nurses’ mean communication competence and self-efficacy score were different regarding their level of education and the number of shifts (p<0.05). The mean scores of self-efficacy revealed a statistically significant difference between the participants’ gender and the number of patients under observation (p<0.05). Moreover, the nurses’ SI significantly correlated with age, and the mean scores of this intelligence had statistically significant differences regarding gender (p<0.05). Conclusion The nurses’ communication competence and self-efficacy were at a moderate level. Considering the correlation and predictive role of SI and its dimensions, it is recommended to promote problem-solving skills, improve self-awareness, and pay attention to moral standards to nurture communication competence and self-efficacy among nurses.

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Perceived professional competence in spiritual care and predictive role of spiritual intelligence in Iranian nursing students

Cited by 18 publications

References 34 publications

Student Opinions on the Use of High-Tech Mobile Devices in the Design of Digital Games for Learning

Student Opinions on the Use of High-Tech Mobile Devices in the Design of Digital Games for Learning

Strengths and challenges with spiritual care: Student feedback from the EPICC Spiritual Care Self‐Assessment Tool

Communication competence, self-efficacy, and spiritual intelligence: evidence from nurses

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