The Role of Practice‐Based Education in Islamic Spiritual Care: The Clinical Pastoral Education (CPE) Training

Islam, The Holy Qur’an, and Medical Decision-Making: The Experience of Middle Eastern Muslim Families with Children Undergoing Bone Marrow Transplantation in the United States

“…Participants reported appreciation of the religious experts, which is the term interpreters have agreed on for chaplains because the word “chaplain” does not translate into Arabic. Isgandarova (2018) notes that the word “chaplain” is counterproductive when working with Muslim patients. Participants noted that the religious experts provided them with prayer rugs, with copies of the Holy Qur’an, and with Qibla compasses.…”

“…Seventh, education for chaplains in Clinical Pastoral Education (CPE) could equip chaplaincy students to understand the many ways Muslim beliefs and practices impact patients, families, and staff members in the healthcare context. Isgandarova (2018) notes that CPE for Muslim spiritual care providers includes Islamic theology and interfaith dialogue and relations; these elements could be incorporated into CPE curricula for all CPE programs focused on preparing hospital, hospice, and military chaplains. Abu-Ras and Laird (2011) agree that Western-trained chaplains must be educated in the illness and death practice of Islam because it is essential for Muslim patients to receive healthcare that incorporates spirituality.…”

Intercultural Communication Concepts in Clinical Pastoral Education: The Intercultural Experience of Muslim Students

“…The unsystematic CPE curricula could lead to inaccurate interpretation of the Islamic sciences because it still needs redesigning to offer a healthy balance between Islamic theological language and social sciences. For the time being, it is recommended that students must obtain training in Islamic studies prior to enrolling in CPE from those Islamic institutions that are engaged in multicultural and diverse communications with a genuine Islamic voice (Isgandarova, 2018).…”

“…For example, one of the CPE classes can be dedicated to religious and spiritual values of Muslim, Jewish, Buddhist, Hindu, etc., traditions with a hope to identify and produce relevant similarities but at the same time differences. However, the CPE students need “an appropriate balance between the propositional and practical knowledge”; otherwise, a lack of knowledge may create ethical issues and feelings of incompetency in interprofessional communication with the medical, nursing and allied health staff (Isgandarova, 2018). It is necessary to include non-Christian values and sources in the CPE training to make it richer and more relevant to students of all faiths, including Muslim students.…”

“…Students propose to use more inclusive language such as instead of the term “pastor” using the term “spiritual care provider” or “psycho-spiritual therapist”. This recommendation is most beneficial because CPE, especially in Ontario, also allows for students to register with the College of the Registered Psychotherapists of Ontario (CRPO) regulatory body (Isgandarova, 2018). Hence, Muslim spiritual care providers must have sufficient training and education to become professional psychotherapists (Isgandarova, 2014).…”