Talking about spiritual matters: First year nursing students' experiences of an assignment on spiritual conversations

Kuven, Britt Moene; Giske, Tove

doi:10.1016/j.nedt.2019.01.012

Cited by 39 publications

(37 citation statements)

References 22 publications

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“…A good friend or adviser? In line with previous studies (Reig-Ferrer et al 2019;Kuven and Giske 2019), our results suggest that nursing students believe spiritual care is the professional responsibility of nurses.…”

Section: Spiritual Care As a Professional Competence Specific To Nursing (Spiritual Care: Assessment And Planning)supporting

confidence: 92%

Effectiveness of an Educational Intervention to Teach Spiritual Care to Spanish Nursing Students

2020

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Spirituality and spiritual care in professional nursing are conceptualised and recognised as fundamental components of holistic healthcare. Despite the acceptance of and interest in spiritual care, a lack of education and clinical training on the subject limits nurses’ ability to meet patients’ spiritual needs. Consequently, the aim of this study was to analyse the effectiveness of a training programme designed to teach the specific knowledge, attitudes and competencies necessary to provide spiritual care in nursing practice. This study consisted of a one-group pre-post intervention design with two measurement times (baseline/pre-intervention and post-intervention). A teaching activity about spiritual care in nursing practice was designed and implemented (focal groups, open discussion, discussion groups and clinical case studies). The educational intervention was developed by the authors based on a literature review, research and feedback from the undergraduate students. A convenience sample of 369 nursing students at the University of Alicante (Spain) who were enrolled in the teaching subject of Psychology participated in this study. The effectiveness of the teaching activity was assessed through a self-administered 15-item questionnaire. The post-intervention results indicated that the programme was effective in improving knowledge, competencies and attitudes related to spiritual care. The implications of this study for teaching practice and future research are discussed

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Section: Spiritual Care As a Professional Competence Specific To Nursing (Spiritual Care: Assessment And Planning)supporting

confidence: 92%

Effectiveness of an Educational Intervention to Teach Spiritual Care to Spanish Nursing Students

2020

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“…These codes of ethics also address the holistic care of healthcare professionals that contribute towards patients’ safety. Notwithstanding the complexity and barriers to the spiritual dimension of care such as the absence of an agreed definition, the personal expression of spirituality and the lack of personal experiences for students (Cone & Giske, 2017, Kuven & Giske, 2019), nurses and midwives are expected to address this aspect of care, which is considered as an integral aspect of nurses’/midwives’ practice. Another reason for the patchy inclusion of spirituality within pre‐registration nurse/midwifery education programmes is the result of lack of guidance and the absence of rigorous and validated spiritual care competences.…”

Section: Introductionmentioning

confidence: 99%

The development of a consensus‐based spiritual care education standard for undergraduate nursing and midwifery students: An educational mixed methods study

Leeuwen

Attard

Ross

et al. 2020

Journal of Advanced Nursing

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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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“…However, nurses are not ready to take care of the mental health needs of the growing elderly population. Nursing schools should incorporate courses dealing with psychiatric and mental health nursing for the elderly into the curriculum, after which students can apply the knowledge to real situations and learn appropriate clinical practice (Karimollahi, 2012;Kuven & Giske, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…The aim of clinical practice courses in psychiatric and mental health nursing programs is to provide nursing students with the opportunity to integrate their knowledge and skills with their attitudes towards psychiatric patients (Choi, Hwang, Kim, Ko, Kim & Kim, 2016;Kuven & Giske, 2019). The teaching and practice of psychiatric and mental health nursing can improve nursing students' attitudes towards psychiatric patients.…”

Section: Introductionmentioning

confidence: 99%

“…The School of Nursing does not have a systematic plan for educating students in geriatric psychiatric nursing and internships, which may affect the practical ability of nursing students or nurse caregivers to care for elderly schizophrenia patients. There are not enough teaching and internship resources available in Taiwan for training mental health nurses to care for the elderly (Rong, Wu, & Liao, 2018;Kuven & Giske, 2019). On the other hand, young nurses or nursing students may also have stereotyped and negative attitudes towards elderly patients with mental problems or disorders, thus affecting their caring interactions and nursing ability (Rong, Wu, & Liao, 2018).…”

Section: Introductionmentioning

confidence: 99%

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The Clinical Learning Experiences of Nursing Students Caring for Elderly Schizophrenia Inpatients

Wu¹,

Rong²,

Liao³

et al. 2019

IJSN

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Aims: Young nursing students who are engaged in psychiatric nursing practice for the first time have many difficulties. In order to help students learn how to care for elderly patients with mental illness, this study explored student perceptions, evaluated clinical learning experiences using qualitative research methods, and assessed the experiences of student nurses in caring for elderly patients with schizophrenia in Taiwan.Methods: The data presented in this study were derived from an qualitative study based on a phenomenological approach. The 20 participants were selected from the students of a nursing college in Taiwan. Individual in-depth interviews were held with nursing students, these students were selected from the fourth-years of nursing college of associate degree. The mean age of all of the participants were 18.7(±0.46).Results: Colaizzi's analysis method was used to analyze the data. Six main themes were obtained: (1) Assessing clinical problems associated with psychiatric disorders and geriatric diseases; (2) Preparing for and engaging with the clinical internship environment; (3) Establishing relationships with elderly patients; (4) Participating in clinical learning and applying nursing knowledge and skills; (5) Shaping a good attitude towards elderly schizophrenia patients; (6) Gaining confidence in the internship process.Conclusions: Although nursing students lack clinical knowledge and situational experience in geriatric psychiatric nursing, nursing teachers need to help students be more perceptive and evaluate their clinical learning experiences, and to express themselves and reflect on the process of care delivery to hospitalized elderly patients with schizophrenia.

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Talking about spiritual matters: First year nursing students' experiences of an assignment on spiritual conversations

Cited by 39 publications

References 22 publications

Effectiveness of an Educational Intervention to Teach Spiritual Care to Spanish Nursing Students

Effectiveness of an Educational Intervention to Teach Spiritual Care to Spanish Nursing Students

The development of a consensus‐based spiritual care education standard for undergraduate nursing and midwifery students: An educational mixed methods study

The Clinical Learning Experiences of Nursing Students Caring for Elderly Schizophrenia Inpatients

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