The aim of this study was to develop a consensus-based Spiritual Care Education Standard for undergraduate N/M students to use in undergraduate programmes. Design: Mixed methods were used consisting of qualitative and quantitative methods based on the principles of Delphi research. Methods: The sample consisted of a total of 58 (N = 58) participants from 21 European countries. Data collection was conducted from June 2017-February 2019 and took place in facilitated iterative action learning cycles and online surveys. Data were analysed by descriptive statistics and qualitative analysis. Consensus was stated by >90% agreement. Results: The process resulted in an EPICC Spiritual Care Education Standard consisting of the following four spiritual care competences: Intrapersonal spirituality, Interpersonal spirituality, Spiritual care: assessment and planning, Spiritual care: intervention and evaluation. For every competence, learning outcomes were described in knowledge, skills and attitudes. Conclusion: This Standard guides N/M spiritual care education, student assessment and research. It can be the starting point for discussing spiritual care competences in other healthcare professions. Follow-up research should focus on implementation of the standard and on assessment of students' spiritual competence. Impact: The Standard guides curriculum and programme development. The Standard guides students in performing their learning process. The Standard provides a frame of reference for policy making and follow-up research.

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Nursing students are the future of nursing and are situated between the expectation of the public: that they will receive compassionate care, and the profession: that it will continue to develop technically to meet the needs of the changing healthcare economy. Research has focused on the factors affecting registered nurses' values in care, however, less is known regarding the factors that shape nursing students' values, attitudes, and perceptions of compassionate care. Six focus group discussions with 23 adult branch nursing students (years 1-3) from a United Kingdom (UK) university were conducted to ascertain their understanding of personal and professional values, factors influencing these values, and whether they felt these values influenced the way they provided compassionate care? Qualitative thematic analysis resulted in 5 themes, 3 of which were the focus of this paper: general values, fundamental nursing and nursing values. Participants considered a range of influencers of their general values, and demonstrated a transparency between their personal and professional values, with respect and Journal of Research in Nursing 0(0) 2 dignity being important. Fundamental nursing was complex to consider, but was considered to orientate around the provision of care in a compassionate way. Keywords Values, care and caring, compassion, nursing students, qualitative research, crosssectional design '[Fundamental nursing] adds a lot of value to people's lives that isn't necessarily measured' (FG3, P1, L156). 'Whatever the patient needs': Compassion. Participant's implied that there was a mutual relationship between dignity and compassion: Article 19 '[...] treating [the patient] with dignity and upholding their values, because I think dignity can be defined [...] but I think dignity is the same for most of us, we have got an idea of what that is' (FG1, P2, L70). Participants asserted that compassion was communicated through the use of good interpersonal skills such as active listening and the use of empathy: '[...] if you're just doing tasks [...] you're not actually realising that that person's probably been through two world wars [...] the person may never have been outside their home for the last 6 years, and you're the last person they've come across' (FG3, P2, L60). Similarly, empathy is communicated through active listening, conveying an acknowledgment of the patient as a person with values and beliefs: '[Compassion is demonstrated] by acknowledging [the patient's] values [...] listening to them.' (FG3, P1, L63, 65). Ultimately, fundamental nursing is dependent on the interconnectedness of care and compassion, which are underpinned and enhanced through the maintenance of Journal of Research in Nursing 0(0) 20 dignity and respect: '[Fundamental nursing implies] to build on other things as care, [such as] dignity [and] respect.' (FG5, P6, L73). There was a definite stance that fundamental nursing is about achieving 'whatever the patient needs'. While this appears at odds with the aforementioned complexities determin...

Although Health Chaplaincy services are well-established in hospitals in the United Kingdom and across the world, Primary Care Chaplaincy is still in its infancy and much less extensively developed. This study explored the impact the introduction of a Primary Care "Chaplains for Wellbeing" service had upon patients' experience and perceived health and well-being. Sixteen patients participated in one-one interviews. Transcripts were analyzed using interpretative phenomenological analysis (IPA). Patients reported circumstances that had eroded perceived self-efficacy, self-identity, and security manifesting as existential displacement; summarized under the superordinate theme of "loss." "Loss" originated from a number of sources and was expressed as the loss of hope, self-confidence, self-efficacy, and sense of purpose and meaning. Chaplains used a wide range of strategies enabling patients to rebuild self-confidence and self-esteem. Person-centered, dignified, and responsive care offered in a supportive environment enabled patients to adapt and cope with existential displacement.

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