Abbasi Mojgan, Farahani-Nia Marhamat, Mehrdad Neda, Givari Azam, Haghani Hamid
Nursing Administration Office, Clinical Supervisor of Sadjad Hospital, Shahriar, Iran.
Department of Community Health Nursing, Iran University of Medical Sciences, Tehran, Iran.
Iran J Nurs Midwifery Res. 2014 May;19(3):242-7.
Spiritual care should be considered an important part of holistic and multidisciplinary care and it has not been given much importance so far. We should begin with student nurses, who will soon be clinicians, to find out about potentiality of the nursing profession to put spiritual care into practice. Little has been known about spiritual well-being, spirituality, and spiritual care perspectives among nursing students. In this study, a comparison has been made in spiritual well-being, spirituality, and spiritual care perspectives between the first and fourth year baccalaureate nursing students.
This is a descriptive-comparative study that was carried out among 283 nursing students. All the students were Iranians studying in the universities of Iran, Tehran, and Shahid Beheshti medical sciences. They volunteered to participate in the study. There were 105 first year students and 178 fourth year students. The questionnaires used were on Spiritual Well-being (SWB) Scale, Spiritual Perspective Scale (SPS), and Nursing Spiritual Care Perspective Scale (NSCPS). The statistical analysis was performed using the SPSS software, version 10. The data were analyzed using descriptive statistics (distribution frequency, mean, and standard deviation). Mann-Whitney test was to compare each item and independent t-test to compare the mean values of two groups.
Regarding spiritual well-being, there were no significant differences between the two groups. 98.8% of the first year students and 100% of the fourth year students were in the category of moderate spiritual well-being. Neither were there any significant differences between the two groups in spiritual perspective and spiritual care perspectives.
The scores of fourth year nursing students were similar to those of first year students in spiritual well-being, spirituality, and spiritual care perspectives, though the fourth year students had already undergone 4-year nursing course. Including spiritual care in the curriculum of nursing students' courses will add to their understanding and provision of spiritual care. This will fill the present gap evident in the system in Iran. At present, the educational system here does not make use of spiritual care as part of its comprehensive curriculum.
精神关怀应被视为整体多学科护理的重要组成部分，但目前尚未得到足够重视。我们应从即将成为临床医生的护理专业学生入手，了解护理专业在实践精神关怀方面的潜力。目前对于护理专业学生的精神健康、灵性及精神关怀观点知之甚少。本研究对本科护理专业一年级和四年级学生的精神健康、灵性及精神关怀观点进行了比较。
这是一项描述性比较研究，对283名护理专业学生进行了调查。所有学生均为在伊朗德黑兰和沙希德·贝赫什提医科大学就读的伊朗学生。他们自愿参与研究。其中一年级学生105名，四年级学生178名。所使用的问卷包括精神健康（SWB）量表、精神观点量表（SPS）和护理精神关怀观点量表（NSCPS）。使用SPSS 10.0软件进行统计分析。数据采用描述性统计（分布频率、均值和标准差）进行分析。采用曼-惠特尼检验比较各项，采用独立样本t检验比较两组均值。
在精神健康方面，两组之间无显著差异。一年级学生中有98.8%、四年级学生中有100%处于中等精神健康水平。在精神观点和精神关怀观点方面，两组之间也无显著差异。
尽管四年级护理专业学生已经完成了4年的护理课程学习，但在精神健康、灵性及精神关怀观点方面，他们的得分与一年级学生相似。将精神关怀纳入护理专业学生课程将增进他们对精神关怀的理解和提供精神关怀的能力。这将填补伊朗目前体系中明显存在的空白。目前，伊朗的教育体系并未将精神关怀作为其综合课程的一部分。
