Figure 1 - uploaded by Meryem Yilmaz
Content may be subject to copyright.
Source publication
Background:
Attention to patients' spirituality, as a moral obligation of care, is now widely accepted in nursing practice. However, until recently, many nursing programs have paid little attention to spirituality.
Objective:
The objective of this study was to identify the impact of two different curricula, used to teach undergraduate nursing st...
Context in source publication
Context 1
... information form. This was prepared by researchers and consisted of 12 questions on age, knowledge on spirituality, knowledge received about spirituality, ways to receive knowledge, the adequacy of the knowledge, the reading of scientific publications, practices concerning spirituality in clinics, practices concerning spiritual care, whether nurses deliver holistic care in clinical practice, and the definitions of spirituality and spiritual care (see Figure ...
Similar publications
The informed consent (IC) form and the doctor involved in the research are the major sources of information for participants in clinical trial (CT). Thereby, they are directly influencing the perception of possible participants and they decisions about participation. However, significance of these factors for the participants in the BE study remain...
Introduction Efforts to improve magnetic resonance spectroscopy (MRS) measurements in the presence of motion have focused on three general approaches, separately or combined, namely: A) gating, i.e. synchronization of signal acquisition to physiologic motion (respiratory or cardiac), B) motion tracking, via either an optical motion sensor 1 or navi...
Introduction
Curly hair is reported to contain higher lipid content than straight hair, which may influence incorporation of lipid soluble drugs. The use of race to describe hair curl variation (Asian, Caucasian and African) is unscientific yet common in medical literature (including reports of drug levels in hair). This study investigated the reli...
Purpose:
To translate and evaluate an in vivo magnetic resonance (MR) imaging protocol for quantitative mapping of collagen-bound and pore water concentrations in cortical bone that involves relaxation-selective ultrashort echo time (UTE) methods.
Materials and methods:
All HIPAA-compliant studies were performed with institutional review board a...
Citations
... As level 4 is an indicator of direct results of the training at an organizational level, we were not able to incorporate items on this level. A different study among undergraduate nursing students assessed the effectiveness of teaching spiritual care in mandatory classes: There was an increase in knowledge, e.g., in defining spirituality, compared to students who obtained no information on spiritual care [36]. This is comparable to our study, as there were gains in knowledge after completing Table 3 Descriptive statistics for the perception of the seminar, Likert scale (1 = strongly disagree, 2 = disagree, 3 = neither, 4 = agree, 5 = strongly agree) the mandatory seminar. ...
Background
The concept of “total pain” plays an important role in palliative care; it means that pain is not solely experienced on a physical level, but also within a psychological, social and spiritual dimension. Understanding what spirituality entails, however, is a challenge for health care professionals, as is screening for the spiritual needs of patients.
Objective
This is a novel, interprofessional approach in teaching undergraduate medical students about spiritual care in the format of a seminar. The aim of this study is to assess if an increase in knowledge about spiritual care in the clinical context is achievable with this format.
Methods
In a mandatory seminar within the palliative care curriculum at our university, both a physician and a hospital chaplain teach strategies in symptom control from different perspectives (somatic domain – spiritual domain). For evaluation purposes of the content taught on the spiritual domain, we conducted a questionnaire consisting of two parts: specific outcome evaluation making use of the comparative self-assessment (CSA) gain and overall perception of the seminar using Likert scale.
Results
In total, 52 students participated. Regarding specific outcome evaluation, the greatest gain was achieved in the ability to define total pain (84.8%) and in realizing its relevance in clinical settings (77.4%). The lowest, but still fairly high improvement was achieved in the ability to identify patients who might benefit from spiritual counselling (60.9%). The learning benefits were all significant as confirmed by confidence intervals. Overall, students were satisfied with the structure of the seminar. The content was delivered clearly and comprehensibly reaching a mean score of 4.3 on Likert scale (4 = agree). The content was perceived as overall relevant to the later work in medicine (mean 4.3). Most students do not opt for a seminar solely revolving around spiritual care (mean 2.6).
Conclusions
We conclude that implementing spiritual care education following an interprofessional approach into existing medical curricula, e.g. palliative medicine, is feasible and well perceived among medical students. Students do not wish for a seminar which solely revolves around spiritual care but prefer a close link to clinical practice and strategies.
... S piritual care is an often-overlooked aspect of patient care in the clinical setting. 1 Researchers noted that a greater emphasis is placed on physical and biomedical nursing care for patients and spiritual care is often neglected. 2 Confusion about the definition of spirituality, along with minimal education in providing spiritual care and feeling uncomfortable attempting to provide such care, are common concerns reported in recent research. ...
... 12,13 The interventions varied in length of time from a 10-minute 52-second video to a 4-year program integration. 1,12 The teaching strategies/interventions examined varied, including simulation, elective and compulsory courses, practical training with case studies, videos, workshops, assignments, and reflection. ...
... In contrast, the fourth year had a year-round internship with two 15-week semesters relating and applying concepts to patient care plans. 1 Baldacchino 28 had the students participate voluntarily, assisting the unwell on their spiritual pilgrimage from Malta to Lourdes, France. The authors noted that the experience influenced the students and gave them a sense of belonging while working in a team to provide care in a nontraditional manner. ...
Background:
The growth of international migration and globalization has increasingly diversified patient populations, emphasizing the need for nursing students to provide competent spiritual care.
Purpose:
To understand the teaching and learning strategies used to prepare undergraduate nursing students for spiritual care.
Methods:
An integrative review with deductive data analysis was used to evaluate, analyze, and synthesize diverse research methodologies.
Results:
Three educational approaches were identified, including passive, reflective, and combinatory approaches. The combinatory approach appears most appropriate for diverse learning styles within a student group.
Conclusions:
No one strategy is best, but any combination of educational strategies can positively impact spiritual care competency within clinical practice.
... As spiritual needs become more pronounced under the duress of illness, the patient and nurse relationship can provide an opportunity for nurses to assess and meet their patient's spiritual needs (Azarsa et al, 2015). However, an increasing number of studies have found that spiritual care competencies have not been dealt with in-depth in nursing practice and education (Nasehi et al, 2013;Yilmaz and Gurler, 2014). According to Yilmaz and Gurler (2014), there is a need to integrate spiritual care and related competencies into the undergraduate nursing curriculum. ...
... However, an increasing number of studies have found that spiritual care competencies have not been dealt with in-depth in nursing practice and education (Nasehi et al, 2013;Yilmaz and Gurler, 2014). According to Yilmaz and Gurler (2014), there is a need to integrate spiritual care and related competencies into the undergraduate nursing curriculum. The proper provision of spiritual care requires competent healthcare providers, and the first step in teaching spiritual care to nurses is to recognise the strengths and weaknesses of the current care situation, as well as its potential effects on other aspects of care (Cooper et al, 2020;Green et al, 2020). ...
Background
Nurses have a crucial role in identifying spiritual needs and providing spiritual care to patients living with cancer.
Aim
This study evaluated Iranian oncology nurses’ spiritual care competence and its relationship with job satisfaction and moral distress.
Method
This cross-sectional study was conducted on 280 Iranian oncology nurses in 2020 using four questionnaires: demographic questionnaires, the Spiritual Care Competence Questionnaire (SCCQ), the Minnesota Job Satisfaction Questionnaire (MSQ) and the nurses’ Moral Distress Questionnaire (MDS-R).
Findings
The mean scores indicated a medium to high Spiritual Care Competence (SCC), mild to moderate moral distress and high job satisfaction. There was a positive correlation between SCC and external job satisfaction (r=184, p<0.05) and a negative correlation between SCC and moral distress (r=-0.356, p<0.05).
Conclusions
SCC diminishes with decreasing external job satisfaction and increasing moral distress. To improve the SCC of nurses working with patients living with cancer, it is recommended that nursing managers and policymakers revise the organisational policies to tackle the obstacles and consider the related factors to provide an ethical climate, implement quality spiritual care and increase job satisfaction.
... A notable distinction between the two groups of faculty is that those of the health studies programs appear more interested in preparing students to utilize spirituality as a tool in promoting the wellness of their patients and clients, which research has indicated as beneficial to such aims (Gockel, 2009;Kociszewski, 2003;Yilmaz & Gurler, 2014). In a study conducted by Hsiao, Chien, Wu, Chiang, and Huang (2010), the findings indicated that if health care workers are spiritually healthy, they are more likely to acknowledge the spiritual needs of clients and patients. ...
The purpose of this qualitative narrative inquiry study was to explore the experiences of nine traditional-age college seniors to understand their perceptions of spiritual and moral development throughout the college years. The problem was the need for educators and policymakers to better understand the dynamics of spiritual and moral development from student perspectives to facilitate greater institutional support. Using primarily in-depth semi-structured interviews, data was collected from religious and non-religious seniors who self-identified as both spiritual and moral. The data was analyzed using thematic, narrative, and intersectionality analyses. There were eight major findings from the various analyses. The findings indicated that the spiritual and moral development of
college students were influenced by both curricular and extra-curricular activities but there is the need for greater attention to the role of the curriculum in facilitating the development of the spiritual and moral identities of students. A significant finding was the importance of spiritual and moral identity to a student with a learning disability. The findings suggested the need for further studies on the intersection of spiritual and moral development of college students and the need for further studies on the spiritual and moral development of students with learning disabilities.
... In the present study, it was found that nursing students' perceptions of spirituality and spiritual care were moderate. When other studies conducted with student nurses were reviewed, the results were similar to the results of the study conducted by Bulut and Meral (2019) and Yilmaz and Gurler (2014). On the other hand, in the studies conducted by Lovanio and Ince with nursing students, it was reported that nursing students' perceptions of spirituality and spiritual care were higher (Çelik İnce and Utaş Akhan 2016;Lovanio and Wallace 2007). ...
Objectives:
The present study was conducted to examine the relationship between nursing students' compassion competencies and their perceptions of spirituality and spiritual care.
Methods:
The population of the study consisted of nursing students over the age of 18 years who were educated at the nursing faculty of a state university in Turkey between May and June 2022. The study was completed with 263 student nurses. The "Sociodemographic Characteristics Form," "Compassion Competency Scale," and "Spirituality and Spiritual Care Rating Scale" were used to collect the data. Frequencies, percentages, mean values, standard deviations, and Pearson Correlation Analysis were used to evaluate the data.
Results:
The nursing students were found to have a high level of compassion competency (4.04 ± 0.57). It was also found that the students had moderate (54.76 ± 5.35) perceptions of spirituality and spiritual care. On the other hand, there was a moderate and positive relationship between the total mean scores of "Compassion Competency" and "Perceptions of Spirituality and Spiritual Care" (p > 0.05).
Significance of results:
It was concluded that as nursing students' compassion competencies increased, their perceptions of spirituality and spiritual care also increased.
... In our sample, SCT had a positive effect on the perception of the provision of overall spiritual care, as well as for the subdimensions, "Assessment, " "Improved Care, " "Counseling, " and "Referral. " Our findings corroborate with previous studies in medical/health-care students but also in several health-care professions (Crozier et al. 2022;Lovanio and Wallace 2007;Osó rio et al. 2017;Smothers et al. 2019;Thompson and MacNeil 2006;Van Leeuwen et al. 2008;Wasner et al. 2005;Yilmaz and Gurler 2014), highlighting that offering training in "Spiritualty and Health, " even with small insertions, may improve the way participants' address and value such content. These results reinforce the importance of providing SCT among medical students (Crozier et al. 2022) and foster the discussion of spirituality, motivating the implementation of SCT in Brazilian and international medical curricula (Lucchetti et al. 2012b). ...
Abstract
Objectives
To evaluate the effectiveness of spiritual care training on medical students’ self-reported competencies.
Methods
This is a quasi-experimental (controlled and non-randomized) study including 115 Brazilian medical students. Participants were enrolled into 2 groups: fourth-year students (n = 64) who received spiritual care training and sixth-year students (n = 51) who did not receive this training – control group (i.e., usual teaching). Participants answered a self-reported Spiritual Care Competence Scale. Comparisons between groups were performed and effect sizes were reported.
Results
Providing a spiritual care training resulted in significantly higher self-reported scores for the dimensions of “Assessment” (d = 0.99), “Improvement of care” (d = 0.69), “Counseling (d = 0.88),” “Referral” (d = 0.75), and “Total Spiritual Care” (d = 1.044) as compared to the control group. Likewise, 21 out of 27 items of the Spiritual Care Competence Scale were significantly higher for the intervention group, presenting effect sizes (d) ranging between 0.428 and 1.032.
Significance of results
Medical students receiving spiritual care training showed greater self-reported competencies as compared to those in the usual teaching. These results reinforce the importance of promoting spirituality teaching in medical schools.
... Frouzandeh et al. (2015) reported that fourth-year nursing students who received training in spiritual care had higher self-efficacy. Universities should incorporate training about spiritual care into undergraduate nursing curricula to help nursing students understand their role in this regard (Burkhart & Schmidt, 2012;Cone & Giske, 2013;Melhem et al., 2016;Timmins et al., 2015;Yilmaz & Gurler, 2014). ...
Background
Health care has become more patient centered, and spiritual care has become more critical during the past several decades because researchers have identified associations between met spiritual needs and positive health outcomes. This study investigated nurses' spiritual care competence.
Method
A cross-sectional, descriptive research design was used. The study sample consisted of 201 nurses of a training and research hospital. Data were collected using a sociodemographic characteristics questionnaire and the Spiritual Care Competence Scale (SCCS).
Results
The participants had a mean age of 27.62 ± 5.28 years. They had a mean SCCS score of 3.88 ± 0.50. Three factors affected participants' spiritual care competence. First, head nurses had a higher mean SCCS score than nurses (4.16 ± 0.26 vs. 3.87 ± 0.50). Second, participants who met patients' spiritual care needs had a higher mean SCCS score than those who could not (4.02 ± 0.54 vs. 3.09 ± 1.12). Third, participants who could diagnose patients for spiritual care had a higher mean SCCS score than those who could not ( p < .05).
Conclusion
These nurses had above-average spiritual care competence. Universities and health care institutions should provide nurses with training to help them develop spiritual care competence. [ J Contin Educ Nurs . 2022;53(5):225–231.]
... In research, students who received training with adequate integration of faith showed more knowledge and understanding of spiritual care than those who did not receive the training (Yilmaz & Gurler, 2014). This finding gives a clue of the inadequate level of faith integration in nursing education and hence the persistent obstacles against inefficient spiritual care. ...
... Several studies implemented training programs to improve competency in the provision of spiritual care among nurses and nursing students, reporting that the participants' spiritual care competency increased after the educational programs. As they concluded, further educational programs are required for healthcare providers in order to provide R/S services to clients [15,[22][23][24][25]. Another study demonstrated that curricular developments should focus on R/S diversity in various countries. ...
... Therefore, the nurses' responses to RSIPAS in the pre-intervention phase might have affected their answers to the questionnaire after the intervention. A similar study reported that the mean score of spiritual care in the control group increased after integration of spirituality into nursing education programs [24]. However, further studies should be ...
Background
Integration of clients’ religion/spirituality (R/S) into nursing practice can have effective outcomes in clients’ health. In this regard, nurses’ lack of competency can disrupt this process and interfere with the treatment process. Limited studies examined the impact of training programs on nurses’ competency in spiritual care and integration of clients’ R/S into clinical practice. This study aimed to investigate the impact of an online training program on nurses’ empowerment for integrating clients’ R/S into clinical practice.
Methods
In the present interventional study, 80 nurses were selected by stratified sampling from two hospitals in the southeastern Iran. Nurses were randomly divided into the intervention (n = 40) and control (n = 40) groups. An online training program was performed for the intervention group in four 2-hour sessions during three weeks. Data were collected from all participants using the R/S Integrated Practice Assessment Scale (RSIPAS) before and one month after the intervention.
Results
Prior to the intervention, scores of integrating clients’ R/S into clinical practice were not significantly different between the intervention and control groups (t = 0.23, p = 0.81). However, after the training program, these scores increased significantly with a very large effect size compared to the control group (t = 4.31, p = 0.001). Although the control group scores improved significantly after the intervention compared to the pre-intervention stage, the effect size was very small (t = -2.55, p = 0.01).
Conclusions
The online training program had a positive effect on nurses’ competency for integrating clients’ R/S into clinical practice in the intervention group. Due to the importance of integrating clients’ R/S into clinical practice, nurses’ competency should be strengthened in this area. Managers are suggested to consider appropriate strategies in order to empower nurses in integrating clients’ R/S into clinical practice. Nurse educators can benefit from our experiences in application of online training programs in nursing schools.
... Four of these were conducted with nurses or nursing students. 52,57,74,86 Across the studies, significant increases in the sub-scales of spirituality and spiritual care were reported after training, though two studies found there was no significance increase on the religiosity subscale. 52,74 A fifth program, a one-day workshop held with multidisciplinary healthcare professionals, 87 also reported significant increases in the SSCRS sub-scales of spirituality, spiritual care, and personalized care, but not religiosity. ...
... 52,57,74,86 Across the studies, significant increases in the sub-scales of spirituality and spiritual care were reported after training, though two studies found there was no significance increase on the religiosity subscale. 52,74 A fifth program, a one-day workshop held with multidisciplinary healthcare professionals, 87 also reported significant increases in the SSCRS sub-scales of spirituality, spiritual care, and personalized care, but not religiosity. However, only the increase in the subscale of spiritual care was maintained at 3-months' follow-up. ...
Context
Spirituality has been demonstrated to play an important role in healthcare, yet many staff feel ill-equipped to deliver spiritual care. Spiritual care training programs have been developed to address this need.
Objective
The aim of this mixed-methods systematic review was to identify spiritual care training programs for healthcare professionals or students, and to investigate program content, teaching methods, key outcomes, and identified challenges and facilitators.
Methods
A mixed-methods systematic review was conducted. The search terms (‘religio*’ OR ‘spiritual*’ OR ‘existenti*’) were combined with (‘educat*’ OR ‘train*’ OR ‘curricul*’ OR ‘program*’), AND (‘care’ OR ‘therap*’ OR ‘treatment’ OR ‘competenc*’). Search terms were entered into the following data bases: PsycINFO, Medline, Cinahl and Web of Science. Findings were restricted to peer-reviewed studies published in English between January 2010 and February 2020.
Results
Fifty-five studies were identified. The quality of studies was mixed. Programs encompassed a range of content and teaching methods. Reported outcomes included increased levels of competency across intrapersonal spirituality, interpersonal spirituality, and spiritual assessment and interventions. Identified barriers included competing healthcare priorities, negative perceptions of spirituality and spiritual care, resistance towards focusing on one's own spirituality, staff feeling inadequate, and the need for ongoing training. Facilitators included opportunities for reflection, involvement of chaplains, application of practical tools, opportunities for practice, online training, and managerial support.
Conclusions
Positive outcomes following spiritual care training were identified. Further research is needed to identify patient-related outcomes of staff training, and to examine how the benefits of such training can be maintained over time.
