Institute of Health Care, University of Malta, Malta.
Nurse Educ Pract. 2011 Jan;11(1):47-53. doi: 10.1016/j.nepr.2010.06.008. Epub 2010 Jul 24.
This study unit as part of the Continuing Professional Development (CPD) programme aimed at reviving the spiritual dimension in nursing care. This paper discusses the perceived impact of the study unit Spiritual Coping in Illness and Care on qualified nurses. The paucity of literature demonstrates some benefits perceived by the learners namely, clarification of the concepts of spirituality and spiritual care, self-awareness of personal spirituality and their current clinical practice which neglects the spiritual dimension. The ASSET model [Narayanasamy, A., 1999. ASSET: a model for actioning spirituality and spiritual care education and training in nursing. Nurse Education Today 19, 274-285] guided the teaching of this study unit. The nature of this study unit demanded an exploratory method of teaching to encourage the nurses to be active participants. Qualitative data were collected by a self-administered questionnaire from the three cohort groups of qualified nurses who undertook this study unit in 2003-2004 (A: n=33), 2004-2005 (B: n=35) and 2006-2007 (C: n=35). Learners found the study unit as a resource for updating their knowledge on spirituality in care and increased self-awareness of their own spirituality and nursing care. They acknowledged their role as change agents in order to implement holistic care in collaboration with the multidisciplinary team. Recommendations were proposed to integrate the spiritual dimension in education and patient care.
本单元是继续专业发展（CPD）计划的一部分，旨在重新唤起护理关怀中的精神维度。本文讨论了学习单元“疾病与关怀中的精神应对”对合格护士的感知影响。文献的缺乏表明学习者感知到了一些益处，例如，对精神性和精神关怀概念的澄清、对个人精神性和当前忽视精神维度的临床实践的自我意识。ASSET 模型 [Narayanasamy, A., 1999. ASSET: a model for actioning spirituality and spiritual care education and training in nursing. Nurse Education Today 19, 274-285] 指导了本单元的教学。本单元的性质要求采用探索性的教学方法，鼓励护士成为积极的参与者。通过 2003-2004 年（A：n=33）、2004-2005 年（B：n=35）和 2006-2007 年（C：n=35）三组参加本单元的合格护士的自我管理问卷收集了定性数据。学习者发现该单元是更新他们在关怀中的精神性知识和增强自我对精神性和护理关怀的意识的资源。他们承认自己作为变革推动者的角色，以便与多学科团队合作实施整体护理。提出了将精神维度纳入教育和患者护理的建议。
