Student nurses perceptions of spirituality and competence in delivering spiritual care: A European pilot study

Ross, Linda; Leeuwen, René van; Baldacchino, Donia; Giske, Tove; McSherry, Wilfred; Narayanasamy, Aru; Downes, Carmel; Jarvis, Paul; Schep-Akkerman, Annemiek

doi:10.1016/j.nedt.2013.09.014

Cited by 123 publications

(134 citation statements)

References 18 publications

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“…Compared to results from research that is not sector specific, the average summary scores correspond with the scores of nursing students with regard to the SSCRS [18,23]. In addition, are slightly higher than scores of the SSCRS of graduated nurses in other countries [16,24].…”

Section: Discussionmentioning

confidence: 48%

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Nurses’ Perceptions of Spirituality and Spiritual Care in Different Health Care Settings in the Netherlands

Leeuwen

Schep-Akkerman

2015

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This paper shows similarities and differences in perceptions and competences regarding spirituality and spiritual care of nurses in different health care settings. Research on this specific topic is limited and can contribute towards a nuanced implementation of spiritual care in different nursing care settings. Four hundred forty nine nurses in different health care settings completed a questionnaire concerning spirituality and spiritual care, spiritual care competence, and personal spirituality. Respondents reported a generic (instead of more specific) view of spirituality and spiritual care, and they perceived themselves to be competent in providing spiritual care. Compared to nurses in hospital settings, nurses in mental health care and home care have a more generic view of spirituality and spiritual care and report a higher level of competence. Next to this, they perceive themselves more as spiritual persons. Future research is needed to develop further understanding in setting specific factors and their influence on nurses' views and competence regarding spiritual care. Nursing education and management should consider an emphasis on spiritual competence development related to working settings of nurses.

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Section: Discussionmentioning

confidence: 48%

“…For each sector a minimum of 61 nurses was required, calculated by: number of nurses (n) = (reliability [18]) The participating hospitals and organizations, as well as nurses in home care, were recruited from different parts of the Netherlands (north, east, central).…”

Section: Methodsmentioning

confidence: 99%

Nurses’ Perceptions of Spirituality and Spiritual Care in Different Health Care Settings in the Netherlands

Leeuwen

Schep-Akkerman

2015

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“…While considering the importance of the responsibility of the health care professionals, research shows the concern of the nurses and health care professionals who consider themselves as incompetent to deliver spiritual care [42].…”

Section: Competences In Spiritual Carementioning

confidence: 99%

Spiritual Care Education of Health Care Professionals

Baldacchino

2015

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Abstract:Nurses and health care professionals should have an active role in meeting the spiritual needs of patients in collaboration with the family and the chaplain. Literature criticizes the impaired holistic care because the spiritual dimension is often overlooked by health care professionals. This could be due to feelings of incompetence due to lack of education on spiritual care; lack of inter-professional education (IPE); work overload; lack of time; different cultures; lack of attention to personal spirituality; ethical issues and unwillingness to deliver spiritual care. Literature defines spiritual care as recognizing, respecting, and meeting patients' spiritual needs; facilitating participation in religious rituals; communicating through listening and talking with clients; being with the patient by caring, supporting, and showing empathy; promoting a sense of well-being by helping them to find meaning and purpose in their illness and overall life; and referring them to other professionals, including the chaplain/pastor. This paper outlines the systematic mode of intra-professional theoretical education on spiritual care and its integration into their clinical practice; supported by role modeling. Examples will be given from the author's creative and innovative ways of teaching spiritual care to undergraduate and post-graduate students. The essence of spiritual care is being in doing whereby personal spirituality and therapeutic use of self contribute towards effective holistic care. While taking into consideration the factors that may inhibit and enhance the delivery of spiritual care, recommendations are proposed to the education, clinical, and management sectors for further research and personal spirituality to ameliorate patient holistic care. OPEN ACCESSReligions 2015, 6 595

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“…This definition emphasizes the importance of the nurse as a human being in the patient-nurse relationship, but also underlines the "therapeutic" intervention, which may comprise several nursing activities and other areas within the multidisciplinary healthcare team. Nurses usually describe their undergraduate training as poor or non-existent [10][11][12][13][14][15][16]. Other healthcare professionals also share this perception, such as occupational therapists [17], psychologists [18], and physicians or medical students [19][20][21][22].…”

Section: Introductionmentioning

confidence: 99%

Spirituality in the Undergraduate Curricula of Nursing Schools in Portugal and São Paulo-Brazil

et al. 2016

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Spirituality is considered a dimension of nursing care, which is often recognized as being neglected, mainly due to a lack of education. Several studies have addressed nursing students' perceptions and skills for providing spiritual care, but there is little evidence on how spirituality is addressed in undergraduate nursing curricula. This study comprised Portuguese and Brazilian nursing schools (from São Paulo) and describes how spirituality is addressed in undergraduate nursing curricula. It is descriptive and the survey research was performed in 2014-2015. The questionnaire was composed of closed and open-ended questions and was sent by e-mail. A total of 129 answers were obtained, mostly from Portugal. Results indicated that several curricular units include spirituality, although having different contents. The learning outcomes are consistent with improving nursing students' integral education, developing the clinical reasoning regarding spirituality, and improving the assessment of the patient across the life span. Nevertheless, it seems that spirituality is poorly addressed in clinical practice. Few nursing schools have courses or curricular units specifically dealing with spirituality, but they do provide some form of teaching on the subject. No standard curriculum exists, but teachers believe that it is a very important subject that should be included in the courses taught.

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Student nurses perceptions of spirituality and competence in delivering spiritual care: A European pilot study

Cited by 123 publications

References 18 publications

Nurses’ Perceptions of Spirituality and Spiritual Care in Different Health Care Settings in the Netherlands

Nurses’ Perceptions of Spirituality and Spiritual Care in Different Health Care Settings in the Netherlands

Spiritual Care Education of Health Care Professionals

Spirituality in the Undergraduate Curricula of Nursing Schools in Portugal and São Paulo-Brazil

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