Western Norway University of Applied Sciences, Department of Health and Caring Sciences, Bergen, Norway.
VID Specialized University, Faculty of Health Studies, Bergen, Norway.
Nurse Educ Today. 2019 Apr;75:53-57. doi: 10.1016/j.nedt.2019.01.012. Epub 2019 Jan 29.
Spiritual care is part of holistic nursing. However, nurses have reported that their education does not sufficiently prepare them for spiritual care in practice. Few studies have reported students' perspectives on how they acquire skills and knowledge in spiritual care.
The aim of the study was to explore how first year nursing students experienced a compulsory assignment that asked them to carry out a conversation with someone about spiritual aspects of nursing care and to reflect about it in relation to nursing.
The study was a qualitative content analysis of students' reflective logs.
This research analysed the reflective logs of 385 (76%) first year nursing students from one religious and one secular university in Norway. The logs were written in response to an assignment based on Stoll's assessment guide, which asked them to carry out a conversation about spiritual aspects of nursing care.
Analysis yielded three main categories that characterised students' experience of this assignment: meeting oneself, beyond one's comfort zone and discovering the other.
Students brought few skills and little experience in spiritual care into their education, and they felt that spiritual care conversations were personal and outside of their comfort zone. It is challenging for nursing education to equip nursing students with the competence in spiritual care necessary to meet the standard set out by the International Council of Nursing.
精神关怀是整体护理的一部分。然而，护士报告称，他们的教育并没有为他们在实践中提供精神关怀做好充分准备。很少有研究报告学生在获得精神关怀技能和知识方面的观点。
本研究旨在探讨一年级护理学生如何体验一项强制性作业，要求他们与某人就护理的精神方面进行对话，并结合护理对其进行反思。
该研究是对学生反思日志的定性内容分析。
这项研究分析了挪威一所宗教和一所世俗大学的 385 名（76%）一年级护理学生的反思日志。这些日志是根据斯托尔的评估指南撰写的，该指南要求他们就护理的精神方面进行对话。
分析产生了三个主要类别，这些类别描述了学生对这项作业的体验：遇见自己、超越舒适区和发现他人。
学生在精神关怀方面几乎没有技能和经验，他们觉得精神关怀对话是个人的，超出了他们的舒适区。护理教育很难为护理学生配备在精神关怀方面所需的能力，以达到国际护士理事会规定的标准。
