The development of a consensus-based spiritual care education standard for undergraduate nursing and midwifery students: An educational mixed methods study
The development of a consensus-based spiritual care education standard for undergraduate nursing and midwifery students: An educational mixed methods study
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DOI：
10.1111/jan.14613
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发表时间：
2020-10-30
影响因子：
3.8
通讯作者：
Mcsherry, Wilfred
中科院分区：
文献类型：
--
作者：
van Leeuwen, Rene;Attard, Josephine;Mcsherry, Wilfred
Aims-本研究的目的是制定一个基于共识的精神关怀教育标准，本科N/M学生使用在本科Programmes.Design混合的方法，包括定性和定量的方法的基础上的原则，德尔菲research.Methods的样本包括共58（N = 58），来自21个欧洲国家的参与者。数据收集于2017年6月至2019年2月进行，并在促进迭代行动学习周期和在线调查中进行。资料以描述性统计及质性分析进行分析。结果EPICC精神护理教育标准由以下四个精神护理能力组成：个人内精神性、人际间精神性、精神护理：评估和规划、精神护理：干预和评估。对于每一个能力，学习成果的知识，技能和attitudes.Conclusion该标准指导N/M精神护理教育，学生评估和研究。它可以成为讨论其他医疗保健行业精神护理能力的起点。后续研究应侧重于标准的实施和学生精神能力的评估。影响标准指导课程和方案的制定。该标准指导学生执行他们的学习过程。该标准为政策制定和后续研究提供了参考框架。
Aims The aim of this study was to develop a consensus-based Spiritual Care Education Standard for undergraduate N/M students to use in undergraduate programmes.Design Mixed methods were used consisting of qualitative and quantitative methods based on the principles of Delphi research.Methods The sample consisted of a total of 58 (N = 58) participants from 21 European countries. Data collection was conducted from June 2017 - February 2019 and took place in facilitated iterative action learning cycles and online surveys. Data were analysed by descriptive statistics and qualitative analysis. Consensus was stated by >90% agreement.Results The process resulted in an EPICC Spiritual Care Education Standard consisting of the following spiritual four spiritual care competences: Intrapersonal spirituality, Interpersonal spirituality, Spiritual care: assessment and planning, Spiritual care: intervention and evaluation. For every competence, learning outcomes were described in knowledge, skills and attitudes.Conclusion This Standard guides N/M spiritual care education, student assessment and research. It can be the starting point for discussing spiritual care competences in other healthcare professions. Follow-up research should focus on implementation of the standard and on assessment of students' spiritual competence.Impact The Standard guides curriculum and programme development. The Standard guides students in performing their learning process. The Standard provides a frame of reference for policy making and follow-up research.