Teaching Spiritual Care Within Nursing Education

Booth, Leigh; Kaylor, Sara K.

doi:10.1097/hnp.0000000000000271

Cited by 24 publications

(34 citation statements)

References 19 publications

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“…Although holistic care incorporates the physical, mental, and spiritual domains of well-being, most nurses find that meeting a patient's spiritual needs is a crucial element in this comprehensive care (Booth & Kaylor, 2018). Nurses stated that spiritual care demands "mutuality, trust, ongoing dialogue (talking and listening), and enduring presence" (Tirgari, Iranmanesh, Ali Cheraghi, & Arefi, 2013, p. 202).…”

Section: Spiritual Care and Educationmentioning

confidence: 99%

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Perceptions of Spiritual Care Education, Competence, and Barriers in Providing Spiritual Care Among Registered Nurses

Green

Kim‐Godwin²,

Jones

2019

J Holist Nurs

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Purpose: The purpose of the study was to explore registered nurses’ (RNs) perceptions of their spiritual care competence (SCC), preparedness, and barriers to providing spiritual care and frequency of provision of spiritual care. Additionally, the study aimed to examine associations between spiritual care education, preparedness, competence, and frequency. Method: A descriptive, cross-sectional study included demographic questions, the Spiritual Care Competency scale, the Nurses’ Spiritual Care Therapeutics scale, the Spiritual Care Practice questionnaire subscale II, and three open-ended questions. Findings: This online survey was completed by 391 RNs enrolled in postlicensure programs at a public state university in southeastern United States. A majority of participants reported not feeling prepared to provide spiritual care. There were strong associations between receiving spiritual care education in prelicensure programs or at work, and self-reported feelings of preparedness, as well as overall SCC. The level of SCC was positively correlated with spiritual care frequency and number of years working as an RN. Conclusions: The results of this study highlight the need for spiritual care education in prelicensure programs as well as on the job training for RNs.

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Section: Spiritual Care and Educationmentioning

confidence: 99%

“…Holistic care is a comprehensive model requiring attention to all dimensions of an individual, including not only mental and physical elements but spiritual elements as well (Booth & Kaylor, 2018;Jasemi, Valizadeh, Zamanzadeh, & Keogh, 2017). An integral element of holistic nursing is attention to the spiritual needs of the patient.…”

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confidence: 99%

Perceptions of Spiritual Care Education, Competence, and Barriers in Providing Spiritual Care Among Registered Nurses

Green

Kim‐Godwin²,

Jones

2019

J Holist Nurs

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“…In recent years, more and more health professionals have called for a wholistic approach to medical care, seeing psychological and emotional needs as vital variables to consider when crafting medical interventions. While some have tied the concern for wholistic care to a religious zeitgeist (Luk et al, 2007;Schuster, 1997;Ziebarth, 2016), others have more broadly considered its importance, calling for both primary and continuing medical education to include training on wholistic care (Booth & Kaylor, 2018;Kulla & Slettebø, 2020;Willis & Leone-Sheehan, 2019). These calls to see the whole person sitting on the examination table, to create a partnership between medical professional and patient, parallels the user emphasis found in technical communication, particularly for those technical communicators that ascribe to design thinking, a heuristic that emphasizes a partnership between subject matter expert and user.…”

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confidence: 99%

Technical Writing Pedagogy and Empathetic Medical Intervention: Using Design Thinking to Teach Wholistic Patient Care

Ponce¹

2021

STIM

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When my nursing students walk into the first day of my Introduction to Technical Writing course at the University of Texas Arlington (UTA), many come with assumptions about the content of the class and its purpose within the nursing curriculum. The infographics, graphs, tables, ordered lists, and data visualizations from their nursing textbooks swirl in their minds as they take their seat. After the standard pleasantries and first day introductions, I project the collage from figure 1 on the main screen to begin addressing my student's assumptions about technical writing.

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“…Integration of spiritual care into holistic nursing and health care has long been considered best practice for the promotion of optimal healing (Burkhardt & Nagai-Jacobson, 2016;Koenig, 2018;Quinn, 2018). However, nurses continue to report uneasiness about addressing the spiritual dimension of care (Booth & Kaylor, 2018). Insufficient preparation in their nursing education has been identified as a key barrier to feeling confident and competent to offer spiritual care in a relevant, nonintrusive manner (Booth & Kaylor 2018;Scott Barss, 2012a, 2012b.…”

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confidence: 99%

“…However, nurses continue to report uneasiness about addressing the spiritual dimension of care (Booth & Kaylor, 2018). Insufficient preparation in their nursing education has been identified as a key barrier to feeling confident and competent to offer spiritual care in a relevant, nonintrusive manner (Booth & Kaylor 2018;Scott Barss, 2012a, 2012b. Workplace cultures that fail to understand, prioritize, and support the provision of spiritual care can create additional barriers to nurses' and other health care professionals' integration of spiritual care into their practice (Koenig, 2018;Rumbold, 2018).…”

mentioning

confidence: 99%

Spiritual Care in Holistic Nursing Education: A Spirituality and Health Elective Rooted in T.R.U.S.T. and Contemplative Education

Barss

2019

J Holist Nurs

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Research to date demonstrates that spiritual care as an integral part of holistic nursing can be hampered if nurses experience insufficient preparation or organizational cultures that fail to prioritize spiritual well-being. In response, the author has developed a three-credit spirituality and health elective in an undergraduate nursing program to help participants address spiritual needs and mobilize spiritual strengths within themselves, patients, and workplaces. Using the T.R.U.S.T. Model for Inclusive Spiritual Care as its framework, the six-unit course draws on contemplative education practices in hopes of preparing a critical mass of nurses with the ability and confidence to foster safe, relevant spiritual care and promote a holistic, patient-centered health care culture. Course participants regularly demonstrate and report deeper self-awareness, skills development, and confidence in relation to spiritual care; the course also has been positively evaluated and fully subscribed over its seven offerings to date, validating its effectiveness in relation to short-term outcomes. Research is needed to evaluate its long-term effectiveness in helping alumni integrate spiritual care into their holistic practice and workplace culture.

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Teaching Spiritual Care Within Nursing Education

Cited by 24 publications

References 19 publications

Perceptions of Spiritual Care Education, Competence, and Barriers in Providing Spiritual Care Among Registered Nurses

Perceptions of Spiritual Care Education, Competence, and Barriers in Providing Spiritual Care Among Registered Nurses

Technical Writing Pedagogy and Empathetic Medical Intervention: Using Design Thinking to Teach Wholistic Patient Care

Spiritual Care in Holistic Nursing Education: A Spirituality and Health Elective Rooted in T.R.U.S.T. and Contemplative Education

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