Domènech-Sorolla Jordina, Fernández-Pascual Maria Dolores, Pedregosa-Fauste Sara, García-Díaz Fernando, Martínez-Rodríguez Laura
Department of Nursing and Physiotherapy, University of Lleida, Spain; Grupo de Investigación Enfermera en Simulación en Catalunya y GRISCA; Grupo de Innovación Docente D-CIDES-Fundación Índex, Spain.
Grupo de Innovación Docente D-CIDES-Fundación Índex, Spain; Department of Health Psychology, Faculty of Health Sciences, University of Alicante, Spain; Instituto de Investigación Sanitaria y Biomédica de Alicante (ISABIAL), Spain.
Nurse Educ Today. 2025 Apr;147:106585. doi: 10.1016/j.nedt.2025.106585. Epub 2025 Jan 23.
Nursing focuses on improving individuals' overall well-being through a holistic approach that includes spiritual care, which is key for fostering compassionate relationships and addressing patients' spiritual needs. Despite its importance, challenges remain in integrating spiritual care into patient care, and little is known about how nursing students perceive and acquire spiritual care competencies during their education.
This meta-synthesis aims to interpret and synthesize qualitative evidence on the learning process of spiritual care competencies among nursing students.
Searches in six databases were conducted. The Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) was used to guide this review. A total of 1248 studies were screened. Inclusion criteria were: qualitative studies published between 2013 and 2023 in Spanish and English languages, and undergraduate nursing students as participants. The quality of the (n=12) identified studies was evaluated using the Consolidated Criteria for Reporting Qualitative Studies (COREQ) checklist. A total of (n=11) studies were analysed using two-step metasynthesis procedures and following Sandelowski and Barroso's (2007) methodology.
A total of 686 undergraduate nursing students participated in the studies included in this meta-synthesis. The findings were synthesized into three categories: (1) Approach to Spirituality: back-and-forth actions between theory, care, and self-awareness, (2) From the Known (Intrapersonal-Interpersonal) to the Unknown (Transpersonal) and (3) Knowing how to be, knowing how to do, and knowing how to be present in spiritual care. One meta-theme emerged: 'Personal and Professional Transformation in the Provision of Spiritual Care: The Journey of Nursing Students Towards Holistic and Empathetic Practice'.
Nursing students' understanding of spiritual care is influenced by their personal, cultural, and religious backgrounds. However, there is a lack of formal spiritual care education. Acquiring spiritual care competencies is crucial for delivering holistic care, emphasizing the need for enhanced education in both undergraduate nursing programs and continuing professional development.
护理专注于通过整体方法改善个人的整体幸福感，该方法包括精神关怀，这对于培养富有同情心的关系和满足患者的精神需求至关重要。尽管其很重要，但将精神关怀融入患者护理仍存在挑战，对于护理专业学生在其教育过程中如何看待和获得精神关怀能力知之甚少。
本元综合研究旨在解释和综合关于护理专业学生精神关怀能力学习过程的定性证据。
在六个数据库中进行了检索。使用系统评价和元分析的首选报告项目（PRISMA）来指导本综述。共筛选了1248项研究。纳入标准为：2013年至2023年期间以西班牙语和英语发表的定性研究，以及本科护理专业学生作为参与者。使用定性研究报告综合标准（COREQ）清单对确定的12项研究的质量进行了评估。使用两步元综合程序并遵循桑德洛维茨和巴罗佐（2007年）的方法对总共11项研究进行了分析。
共有686名本科护理专业学生参与了本元综合研究纳入的研究。研究结果综合为三类：（1）精神性方法：理论、护理和自我意识之间的往复行动；（2）从已知（个人-人际）到未知（超个人）；（3）知道如何存在、知道如何做以及知道如何在精神关怀中在场。出现了一个元主题：“提供精神关怀中的个人和专业转变：护理专业学生迈向整体和共情实践的旅程”。
护理专业学生对精神关怀的理解受其个人、文化和宗教背景的影响。然而，缺乏正式的精神关怀教育。获得精神关怀能力对于提供整体护理至关重要，强调在本科护理课程和持续专业发展中都需要加强教育。
