Scholarlink

Background <p>Nurses have a critical role in providing spiritual care that improves the well-being of patients. Competencies for spiritual care are well described by the Enhancing Nurses’ and Midwives’ Competence in Providing Spiritual Care through Innovative Education and Compassionate Care (EPICC) network. Development of these competencies needs to be addressed by nursing education but how is yet to be explored.</p> Objective <p>Explore how the implementation of the EPICC Spiritual Care Competency Self- Assessment Tool in a bachelor nursing program contributes to the development of spiritual care competencies in nursing students.</p> Design <p>Qualitative study to explore experiences of nursing students regarding their development of spiritual care competency.</p> Setting(s) <p>Bachelor nursing education in the Netherlands.</p> Participants <p>20 undergraduate nursing students.</p> Methods <p>Individual interviews, Reflexive Thematic Analysis.</p> Results <p>The students described developing spiritual care competency as a process influenced by student factors, the support from significant others, and the design and content of the curriculum. Students reported the use of the EPICC Tool as enhancing this learning process by providing reflection, support and knowledge about spiritual care. The EPICC Tool is mentioned as support to overcome barriers to start providing spiritual care. In this process, students opened up for spiritual care and recognised ‘the other’ as a human being. By building relationships they reported incentives to repeatedly provide spiritual care. By doing so, they built up competency and became intrinsically motivated for spiritual care. The mandatory use of the EPICC Tool is described as supportive.</p> Conclusions <p>Developing spiritual care competency is a process influenced by many factors. This research shows that students experienced that the use of the mandatory EPICC Tool enhances this learning process. Educators should consider the use of mandatory assignments and threading spiritual care content throughout their curriculum to support the process of learning.</p> Trial registration <p>clinical trial number: not applicable.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Weaving spiritual care into nursing education: how the use of a self-assessment tool motivates students in a qualitative study

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年3月4日

查看全文
  • Joanne Lassche-Scheffer,
  • Bart Cusveller,
  • Tove Giske

摘要

Background

Nurses have a critical role in providing spiritual care that improves the well-being of patients. Competencies for spiritual care are well described by the Enhancing Nurses’ and Midwives’ Competence in Providing Spiritual Care through Innovative Education and Compassionate Care (EPICC) network. Development of these competencies needs to be addressed by nursing education but how is yet to be explored.

Objective

Explore how the implementation of the EPICC Spiritual Care Competency Self- Assessment Tool in a bachelor nursing program contributes to the development of spiritual care competencies in nursing students.

Design

Qualitative study to explore experiences of nursing students regarding their development of spiritual care competency.

Setting(s)

Bachelor nursing education in the Netherlands.

Participants

20 undergraduate nursing students.

Methods

Individual interviews, Reflexive Thematic Analysis.

Results

The students described developing spiritual care competency as a process influenced by student factors, the support from significant others, and the design and content of the curriculum. Students reported the use of the EPICC Tool as enhancing this learning process by providing reflection, support and knowledge about spiritual care. The EPICC Tool is mentioned as support to overcome barriers to start providing spiritual care. In this process, students opened up for spiritual care and recognised ‘the other’ as a human being. By building relationships they reported incentives to repeatedly provide spiritual care. By doing so, they built up competency and became intrinsically motivated for spiritual care. The mandatory use of the EPICC Tool is described as supportive.

Conclusions

Developing spiritual care competency is a process influenced by many factors. This research shows that students experienced that the use of the mandatory EPICC Tool enhances this learning process. Educators should consider the use of mandatory assignments and threading spiritual care content throughout their curriculum to support the process of learning.

Trial registration

clinical trial number: not applicable.