‘Catching’ the concept of spiritual care: implementation of an education programme

Abstract

This article will outline the achievements of a project group as they translate the recommendations set out in the UK National Institute for Health and Clinical Excellence (NICE) guidance on spiritual care provision in clinical practice (NICE, 2004). It was evident that there was an opportunity to offer a comprehensive, competency-based course that developed recognition of the spiritual care needs of patients with cancer and their carers. A two-day experiential programme was devised that included role play, the evidence base, theory and fun, resulting in the acquisition of tacit and explicit knowledge. The course was based around the following tenets: Spiritual issues are broader than religious ones and include a quest for meaning in the illness, resolution of old conflicts and integration of past life experiences (Barraclough, 1994). We cannot know others except by knowing ourselves (Carrither, 1992). It is hoped that by providing holistic training that stimulates the growth of an individual's spirituality and allows them to identify their spiritual needs, we can increase understanding, awareness, confidence and knowledge in ways that can have a real application within the workplace, enabling spiritual care provision to become realistically integral to care.

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

“…Classroom education, along with various other learning opportunities in school, is where spiritual care education begins (Catanzaro & McMullen 2001, Hickey et al. 2008).…”

“…Depending on the theme, situation and teacher, various educational strategies can be used. As in our emergent grounded theory, the use of literature, including theory and research (Ross 2006, Hickey et al. 2008), use of reflective sharing, discussion of examples and role‐play (Catanzaro & McMullen 2001, Lemmer 2002, Hickey et al.…”

“…Creativity in teaching is also helpful. Hickey et al. (2008) point out that making it fun encourages learning and promotes acquisition of tacit and explicit knowledge.…”

“…What to teach about the spiritual domain, how to facilitate students to recognise spiritual cues and to learn spiritual assessment and care giving strategies, and how to assess student learning outcomes remain a concern to nursing educators (Narayanasamy 1999b, Lemmer 2002, Pesut 2003, Callister et al 2004, Mitchell et al 2006, Hickey et al 2008. With the increased focus on spirituality, nurse educators must teach the art as well as science of spiritual care (McSherry & Ross 2010).…”

Creating conditions for good nursing by attending to the spiritual

“…Carr (2010) states that the nurse–patient experience is shaped by the organizational culture. If there is to be improvement in the quality of nursing and spiritual care, the organization must commit to making positive changes towards holism (Hickey et al. 2008).…”