Rabiei Vaziri Morteza, Jaramillo Joanne, Almagharbeh Wesam Taher, Khajehhasani Tooba, Dehghan Mahlagha
Nursing Research Center, Kerman University of Medical Sciences, Kerman, Iran.
College of Health Sciences, Nursing and Midwifery Department, University of Doha for Science and Technology, Doha, Qatar.
BMC Nurs. 2025 Jul 8;24(1):884. doi: 10.1186/s12912-025-03549-0.
A holistic approach to nursing integrates biological, psychological, social, and spiritual aspects of health. Despite its importance, spiritual care often receives less attention than physical and psychological care. Studies show that nursing students lack the necessary competence in this area, preventing them to meet patients' spiritual needs. Developing spiritual sensitivity and competency in nursing students is essential for improving care quality. This study aimed to evaluate spiritual sensitivity and spiritual care competency among nursing students.
This cross-sectional study, conducted at three nursing schools in Kerman, Southeastern Iran, involved 420 participants who completed questionnaires. Data were collected through in-person distribution of self-administered questionnaires at the nursing schools and hospitals. The instruments used included a demographic and background characteristics form, the Spiritual Care Competency Questionnaire for Nursing Students, and the Spiritual Sensitivity Questionnaire.
Nursing students exhibited a mean spiritual care competency score of 91.92 ± 15.22 and a mean spiritual sensitivity score of 51.19 ± 12.43, reflecting a high level. A significant positive moderate correlation was found between spiritual care competency and spiritual sensitivity. Stepwise multiple linear regression showed that spiritual sensitivity, age, sex, nursing school, interest in nursing, self-perception as a spiritual person, and attendance in courses accounted for 45.3% of the variance in spiritual care competency (P < 0.05).
The findings suggested an association between spiritual sensitivity and spiritual care competency, emphasizing the need to integrate spiritual care training into nursing education. Future research should explore other factors that may influence spiritual care competency and examine the impact of educational interventions.
Not applicable.
整体护理方法整合了健康的生物、心理、社会和精神层面。尽管其很重要，但精神护理往往比身体和心理护理受到的关注更少。研究表明，护理专业学生在这一领域缺乏必要的能力，无法满足患者的精神需求。培养护理专业学生的精神敏感度和能力对于提高护理质量至关重要。本研究旨在评估护理专业学生的精神敏感度和精神护理能力。
这项横断面研究在伊朗东南部克尔曼的三所护理学校进行，涉及420名完成问卷的参与者。数据通过在护理学校和医院亲自发放自填式问卷收集。使用的工具包括人口统计学和背景特征表格、护理专业学生精神护理能力问卷以及精神敏感度问卷。
护理专业学生的精神护理能力平均得分为91.92±15.22，精神敏感度平均得分为51.19±12.43，反映出较高水平。精神护理能力与精神敏感度之间存在显著的正相关且呈中等强度。逐步多元线性回归显示，精神敏感度、年龄、性别、护理学校、对护理的兴趣、自我认知为有精神信仰的人以及课程出勤率占精神护理能力方差的45.3%（P<0.05）。
研究结果表明精神敏感度与精神护理能力之间存在关联，强调有必要将精神护理培训纳入护理教育。未来的研究应探索可能影响精神护理能力的其他因素，并考察教育干预的影响。
不适用。
