René van Leeuwen1, Josephine Attard2, Linda Ross3, Adam Boughey4, Tove Giske5, Tormod Kleiven6, Wilfred McSherry4,7,8. 1. Viaa Christian University of Applied Sciences, Zwolle, Netherlands. 2. Faculty of Health Sciences, University of Malta, Valetta, Malta. 3. School of Care Sciences, Faculty of Life Sciences and Education, University of South Wales, Pontypridd, Wales, United Kingdom. 4. Department of Nursing, School of Health and Social Care, Staffordshire University, Stoke-on-Trent, United Kingdom. 5. Faculty of Health Sciences, VID Specialized University, Bergen, Norway. 6. Centre for Diakonia and Professional Practice, VID Specialized University, Oslo, Norway. 7. The University Hospitals of North Midlands NHS Trust, Stoke-on-Trent, United Kingdom. 8. VID Specialized University, Bergen & Oslo, Norway.
Abstract
AIMS: 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.
AIMS: 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.
Authors: Fiona Timmins; Michael Connolly; Stefania Palmisano; Daniel Burgos; Lorenzo Mariano Juárez; Alessandro Gusman; Vicente Soriano; Marcin Jewdokimow; Wojciech Sadłoń; Aída López Serrano; David Conde Caballero; Sara Campagna; José María Vázquez García-Peñuela Journal: J Relig Health Date: 2022-05-05