Teaching spiritual care – a grounded theory study among undergraduate nursing educators

Cone, Pamela H.; Giske, Tove

doi:10.1111/j.1365-2702.2012.04203.x

Cited by 48 publications

(61 citation statements)

References 29 publications

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“…The same has been reported in nursing education [28,29]. Additionally, in a well-founded theory to investigate how nursing educators prepare students to assess and address spirituality, role-modeling and mentoring were also emphasized [45]. Other particular strategies in the teaching of spirituality have been reported, such as caring for patients in different clinical placements, i.e., while on a religious pilgrimage [46].…”

Section: Discussionmentioning

confidence: 95%

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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Section: Discussionmentioning

confidence: 95%

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

et al. 2016

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“…A further study by Cone and Giske (2013), explored teachers' understanding of spirituality, and how to prepare undergraduate nursing students to recognise spiritual cues, and learn to provide spiritual care. This grounded theory project with 19 participants, found that 'Journeying with Students through Maturation' resolved their main concern.…”

Section: Spirituality Content In Pre-registration Educational Programmesmentioning

confidence: 99%

“…This involved raising awareness of the essence of spirituality, assisting students to overcome personal barriers, and mentoring students' spiritual care competency. The conclusion was that it is necessary to be explicit, with a continuous input throughout nursing programmes to prepare students to recognise and act on spiritual cues (Cone and Giske, 2013).…”

Section: Spirituality Content In Pre-registration Educational Programmesmentioning

confidence: 99%

Spirituality in pre-registration nurse education and practice: A review of the literature

Lewinson

McSherry

Kevern

2015

Nurse Education Today

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“…Education should focus on holistic patient care with attention to spiritual and existential themes throughout the nursing program to help students integrate learning into the clinical practice [54].…”

Section: Areas Essential For Learning Spiritual Carementioning

confidence: 99%

Spiritual Care Education of Health Care Professionals

Baldacchino

2015

Religions

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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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Teaching spiritual care – a grounded theory study among undergraduate nursing educators

Cited by 48 publications

References 29 publications

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

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

Spirituality in pre-registration nurse education and practice: A review of the literature

Spiritual Care Education of Health Care Professionals

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