School of Care Sciences, Faculty of Life Sciences and Education, University of South Wales, Glyntaf Campus, Pontypridd, Wales CF37 4BD, UK.
Department of Nursing, School of Health and Social Care, Staffordshire University, Blackheath Lane, Stafford ST18 0AD, UK; University Hospitals of North Midlands NHS Trust, Newcastle Road, Stoke-on-Trent ST4 6QG, UK; VID Specialized University, Ulriksdal 10, 5009 Bergen, Norway.
Nurse Educ Today. 2018 Aug;67:64-71. doi: 10.1016/j.nedt.2018.05.002. Epub 2018 May 9.
Nurses and midwives care for people at some of the most vulnerable moments of their lives, so it is essential that they have the skills to give care which is compassionate, dignified, holistic and person-centred. Holistic care includes spiritual care which is concerned with helping people whose beliefs, values and sense of meaning, purpose and connection is challenged by birth, illness or death. Spiritual care is expected of nurses/midwives but they feel least prepared for this part of their role. How nursing and midwifery students can be prepared for spiritual care is the focus of this study.
Prospective, longitudinal, multinational, correlational survey design. A convenience sample of 2193 undergraduate nursing and midwifery students (69% response rate, dropping to 33%) enrolled at 21 universities in eight countries completed questionnaires capturing demographic data (purpose designed questionnaire) and measuring perception of spirituality/spiritual care (SSCRS), spiritual care competency (SCCS), spiritual wellbeing (JAREL) and spiritual attitude and involvement (SAIL) on 4 occasions (start of course n = 2193, year 2 n = 1182, year 3 n = 736, end of course n = 595) between 2011 and 2015. Data were analysed using descriptive, bivariate and multivariate analyses as appropriate.
Perceived competency increased significantly over the course of students' study which they attributed to caring for patients, events in their own lives and teaching/discussion in university. Two factors were significantly correlated with perceived spiritual care competency: perception of spirituality/spiritual care, where a broad view was preferable, and personal spirituality, where high spiritual wellbeing (JAREL) and spiritual attitude and involvement (SAIL) scores were preferable.
We have provided the first international evidence that perceived spiritual care competence is developed in undergraduate nursing and midwifery students and that students' perceptions of spirituality and personal spirituality contribute to that development. Implications for teaching and learning and student selection are discussed. The study is limited by attrition which is common in longitudinal research.
护士和助产士在人们生命中最脆弱的时刻照顾他们，因此他们必须具备富有同情心、有尊严、全面和以患者为中心的护理技能。全面护理包括关注那些因出生、疾病或死亡而挑战其信仰、价值观和意义感、目标感和归属感的患者的精神护理。护士/助产士应该提供精神护理，但他们觉得自己最不擅长这部分工作。本研究的重点是如何培养护理和助产专业学生的精神护理能力。
前瞻性、纵向、多国、相关性调查设计。在 8 个国家的 21 所大学中，采用方便样本招募了 2193 名本科护理和助产专业学生（69%的回复率，降至 33%），他们在 4 个时间点（课程开始时 n=2193、第 1 学年 n=1182、第 2 学年 n=736、课程结束时 n=595）完成了调查问卷，这些问卷包括人口统计学数据（专门设计的问卷）和测量对灵性/精神护理的感知（SSCRS）、精神护理能力（SCCS）、精神健康（JAREL）和精神态度和参与度（SAIL）。2011 年至 2015 年期间使用描述性、双变量和多变量分析对数据进行分析。
学生在学习过程中感知到的能力显著提高，他们将这归因于照顾患者、自己生活中的事件以及大学中的教学/讨论。有两个因素与感知的精神护理能力显著相关：对灵性/精神护理的感知，其中广泛的观点是可取的，以及个人灵性，其中高精神健康（JAREL）和精神态度和参与度（SAIL）得分是可取的。
我们首次提供了国际证据，表明本科护理和助产专业学生的感知精神护理能力得到了发展，并且学生对灵性和个人灵性的看法有助于这种发展。讨论了教学和学习以及学生选拔的影响。该研究受到纵向研究中常见的学生流失的限制。
