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Background <p>Integrating spiritual care into undergraduate nursing curricula remains inconsistent, particularly in Muslim-majority contexts. Existing models are predominantly grounded in Western or secular frameworks and fail to adequately address the theological and cultural dimensions of Islamic spiritual care. A validated, culturally responsive pedagogical framework is therefore needed.</p> Aim <p>To develop and establish the content validity of the IneRISE-IMAN (<i>Islamic Nurturing Experience through Reflective-Islamic values embedded</i>,<i> Simulated and Engaged Learning for Internalization</i>,<i> Meaningful</i>,<i> Active Communication</i>,<i> and Nurturing</i>) model for undergraduate nursing education.</p> Methods <p>A two-round electronic Delphi (e-Delphi) study was conducted with 22 purposively selected experts representing nursing education, clinical practice, Islamic chaplaincy, and nursing students. Content validity was assessed using I-CVI, S-CVI/Ave, and S-CVI/UA. Inter-rater agreement was examined using Fleiss’ Kappa.</p> Results <p>Round 1 demonstrated excellent content validity (S-CVI/Ave = 0.94; S-CVI/UA = 79%). Following targeted revision of six sub-elements, full universal agreement was achieved in Round 2 (S-CVI/UA = 1.00), with 100% panel retention across both rounds. Fleiss’ Kappa indicated moderate inter-rater agreement (κ = 0.44), acceptable for an interdisciplinary panel.</p> Conclusion <p>The IneRISE-IMAN model shows strong content validity as a theoretically grounded framework that integrates Islamic philosophical anthropology, constructivist learning theory, and person-centered nursing for Islamic spiritual care education in undergraduate nursing. Future research should explore construct validity, implementation feasibility, and the impact on students’ clinical skills.</p>

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Development and validation of the IneRISE-Iman model: a spiritual care learning framework for undergraduate nursing students

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年8月5日

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  • Inggriane Puspita Dewi,
  • Hartiah Haroen,
  • Hana Rizmadewi Agustina,
  • Tuti Pahria,
  • Nita Arisanti,
  • Sharifah Shafinaz Sh Abdullah

摘要

Background

Integrating spiritual care into undergraduate nursing curricula remains inconsistent, particularly in Muslim-majority contexts. Existing models are predominantly grounded in Western or secular frameworks and fail to adequately address the theological and cultural dimensions of Islamic spiritual care. A validated, culturally responsive pedagogical framework is therefore needed.

Aim

To develop and establish the content validity of the IneRISE-IMAN (Islamic Nurturing Experience through Reflective-Islamic values embedded, Simulated and Engaged Learning for Internalization, Meaningful, Active Communication, and Nurturing) model for undergraduate nursing education.

Methods

A two-round electronic Delphi (e-Delphi) study was conducted with 22 purposively selected experts representing nursing education, clinical practice, Islamic chaplaincy, and nursing students. Content validity was assessed using I-CVI, S-CVI/Ave, and S-CVI/UA. Inter-rater agreement was examined using Fleiss’ Kappa.

Results

Round 1 demonstrated excellent content validity (S-CVI/Ave = 0.94; S-CVI/UA = 79%). Following targeted revision of six sub-elements, full universal agreement was achieved in Round 2 (S-CVI/UA = 1.00), with 100% panel retention across both rounds. Fleiss’ Kappa indicated moderate inter-rater agreement (κ = 0.44), acceptable for an interdisciplinary panel.

Conclusion

The IneRISE-IMAN model shows strong content validity as a theoretically grounded framework that integrates Islamic philosophical anthropology, constructivist learning theory, and person-centered nursing for Islamic spiritual care education in undergraduate nursing. Future research should explore construct validity, implementation feasibility, and the impact on students’ clinical skills.