Student nursesʹ perspectives of spirituality and spiritual care

SummaryAim estigate nursing studentsʹ perceptions of spirituality and spiritual care. ound uality is an essential part of holistic care but often neglected in practice. Barriers to spiritual care include limited educational preparation, negative attitudes towards spirituality, confusion about nursesʹ role, perceptions of incompetence and avoidance of spiritual matters. There is limited knowledge about studentsʹ perspectives of spirituality and spiritual care. Previous studies have predominantly focused on educational approaches to enhance spirituality. The next generation of clinicians may have different worldviews, cultural beliefs and values about spirituality and spiritual care from current nurses. There is a need to understand studentsʹ views and how their spiritual development is shaped in order to inform pre-registration education. s-sectional survey of final-year students from three educational institutions in Singapore was conducted from April to August 2010. Data included demographic details and responses on a new composite tool, the Spiritual Care Giving Scale (SCGS). s onse rate of 61.9% (n = 745 out of 1204) was achieved. The lowest mean score was item 9, “Without spirituality, a person is not considered whole”. Highest mean was item 2, “Spirituality is an important aspect of human being”. Factor 5 (Spiritual Care Values) had the lowest mean with Factor 2 (Spirituality Perspectives) the highest. Participants considered spirituality as essential to being human; developmental in nature; and vital for individualsʹ state of well-being. Attributes important for spiritual care were identified. Multivariate analyses showed positive association between participantsʹ scores and institution but not with other variables. sion ipating student nurses reported a high level of spiritual awareness that was not constrained by age. Students affirmed the importance of spiritual awareness in order to address the spiritual needs of patients. There was some congruence between the perceptions of students in this ethno-culturally diverse Asian sample and responses by students in the UK and North America on the personal attributes needed to provide spiritual care. Comparative studies using the SCGS could inform our understanding of spirituality and best pedagogical approaches to develop spiritual awareness across the curricula and in clinical practice.