How undergraduate nursing students learn to care for patients spiritually in clinical studies - a review of literature

Giske, Tove

doi:10.1111/jonm.12019

Cited by 44 publications

(42 citation statements)

References 34 publications

(237 reference statements)

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“…For medical students, small group teaching sessions and reflective portfolios were considered the most appropriate assessment tool [21]. 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].…”

Section: Discussionmentioning

confidence: 99%

“…Nevertheless, some syllabuses that have previously been published share common contents. These include generic topics such as the definitions and attributes of health; the definitions of spirituality in a multidisciplinary context and its heritage in healthcare; the definition of spiritual care and ethical aspects in providing spiritual care; the influence and the impact of spirituality on patient health; the importance of spirituality in health and illness transitions; the specificity of religious aspects and the customs of the major world faiths; instruments for assessing spirituality; healthcare resources in providing spiritual care; self-awareness and own spirituality [21,28,29].…”

Section: Discussionmentioning

confidence: 99%

“…However, there is no consensus regarding the best moment to introduce these contents, the most adequate methods, or even the teachers' capabilities for teaching these specific contents [28,29]. The teaching of spirituality seems to be a valuable strategy in the improvement of the quality of nursing care and an opportunity for spiritual development and to develop the skills relating to spiritual care.…”

Section: Introductionmentioning

confidence: 99%

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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: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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

et al. 2016

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“…A literature review identified four main areas as essential for learning spiritual care: a. importance of learning in real-life situations with repeated exposure to patients in the clinical placements supported by role modeling and mentorship; b. use of pedagogical methods that assist students to understand, work with and reflect on patient's spirituality such as, reflective journals, written reflective accounts; writing care plans, which include spiritual interventions; role plays to practice spiritual assessment, including values, beliefs, and spiritual needs; group discussions on the relationship between religion, spirituality and health; analysis of case studies; reading literature and analyzing research on spirituality in illness and care; c. awareness of and overcoming conditions inhibiting spiritual care learning, such as, lack of knowledge about spirituality; uncertainty about the health care professional's role in spiritual care; unawareness about one's own spirituality; having a different faith from that of the patient; incompetence in addressing spiritual needs; lack of role models; lack of time; and work overload; and d. evaluation of students' spiritual care learning related to how students are prepared and how they are followed up after clinical studies by, for example, post clinical-reflection sessions; sharing of stories with fellow students, teachers and chaplains; supporting their learning by literature and research on spiritual care; reflective exercises and debriefing sessions to enhance safety of students and safe patient care' [51].…”

Section: Areas Essential For Learning Spiritual Carementioning

confidence: 99%

Spiritual Care Education of Health Care Professionals

Baldacchino

2015

Religions

103

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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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“…The presence of role models in the delivery of spiritual care and caring behaviours between staff members may enhance students' learning with a sense of belongingness in the clinical placements (McSherry 2006;Bradshaw 1997). Eventually, processing information by the help of role models and mentors may enhance students' spiritual self-development (Giske 2012) which helps them to give priority to patients' holistic needs (Baldacchino 2008), and may be transformational to both the patients and the caregivers (Dijoseph and Cavendish 2005). Thus spirituality at the workplace needs to be integrated within the multi-disciplinary team curricula to enhance their knowledge, skills and attitudes in their work relationships .…”

Section: Implications To the Education And Clinical Practicementioning

confidence: 99%

Spirituality in the Healthcare Workplace

Baldacchino

2017

Religions

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Spirituality involves a sense of connectedness, meaning making and transcendence. There is abundant published research that focuses on the importance of spirituality to patients and their families during times of illness and distress. However over the last decade there has also been a growing awareness about the importance of considering the need to address peoples' spiritual needs in the workplace. Engaging in ones own personal spirituality involves connecting with the inner self, becoming more self aware of ones humanity and limitations. Engaging with ones personal spirituality can also mean that people begin to greater find meaning and purpose in life and at work. This may be demonstrated in the workplace by collegial relationships and teamwork. Those who engage with their own spirituality also engage more easily with others through a connectedness with other staff and by aligning their values with the respective organization if they fit well with ones personal values. Workplace spirituality is oriented towards self-awareness of an inner life which gives meaning, purpose and nourishment to the employees' dynamic relationships at the workplace and is eventually also nourished by meaningful work. Exercising ones personal spirituality contributes towards generating workplace spirituality. Essentially acting from ones own personal spirituality framework by being in doing can contribute towards a person becoming a healing and therapeutic presence for others, that is nourishing in many workplaces. Personal spirituality in healthcare can be enhanced by: reflection in and on action; role-modeling; taking initiative for active presence in care; committing oneself to the spiritual dimension of care; and, integrating spirituality in health caregivers' education. As spirituality is recognized as becoming increasingly important for patients in healthcare, increasing educational opportunities are now becoming available for nurses internationally that could support personal and workplace spirituality.

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How undergraduate nursing students learn to care for patients spiritually in clinical studies - a review of literature

Abstract: Nurse leaders play a key role in keeping holistic care a nursing focus and creating a good learning environment.

Cited by 44 publications

References 34 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

Spiritual Care Education of Health Care Professionals

Spirituality in the Healthcare Workplace

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