Pesut Barbara
Trinity Western University, Langley, British Columbia, Canada.
J Nurs Educ. 2008 Apr;47(4):167-73. doi: 10.3928/01484834-20080401-05.
Educators are increasingly being called on to teach nursing students the fundamentals of spiritual care. The purpose of this study was to investigate and analyze what was being taught to nursing students about spirituality and spiritual care through nursing fundamentals textbooks. Findings of this study suggest that although this body of literature provides comprehensive content about spirituality and spiritual care, there are some underlying conceptual problems. The clear demarcation between spirituality and religion creates problematic dichotomies between patients' individual and cultural selves and their cognitive and experiential selves. Defining spirituality primarily by positive emotional descriptors and cognitive capacity tends to pathologize the basic human experience of suffering and marginalize those most vulnerable in society. Spiritual care is problematic in that it is difficult to identify what constitutes a uniquely spiritual intervention, the outcomes being proposed for care are questionable, and there is an assumption that nurses' spiritual worldviews are biases in the context of care.
教育工作者越来越多地被要求向护理专业学生传授精神护理的基础知识。本研究的目的是调查和分析通过护理基础教材向护理专业学生传授的关于灵性和精神护理的内容。本研究结果表明，尽管这一文献体系提供了关于灵性和精神护理的全面内容，但仍存在一些潜在的概念问题。灵性与宗教之间的明确划分在患者的个体与文化自我以及他们的认知与体验自我之间造成了有问题的二分法。主要通过积极的情感描述和认知能力来定义灵性，往往会将人类基本的痛苦体验病态化，并边缘化社会中最脆弱的群体。精神护理存在问题，因为很难确定什么构成独特的精神干预，所提议的护理结果值得怀疑，并且存在一种假设，即护士的精神世界观在护理背景下是有偏见的。
