The development of a consensus-based spiritual care education standard for undergraduate nursing and midwifery students: An educational mixed methods study

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.

Mixed methods were used consisting of qualitative and quantitative methods based on the principles of Delphi research.

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.

The process resulted in an EPICC Spiritual Care Education Standard consisting of the following 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.

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.

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.

目的: 本研究的目的是建立一套以共识为基础的精神关怀教育标准,以供护理学以及助产学本科生在本科课程中使用。 设计: 基于德尔菲研究原理,本研究采取了定性和定量相结合的混合研究方法。 方法: 本研究共58名参与者(N = 58),来自于21个欧洲国家。数据收集于2017年6月开始,于2019年2月结束,以促进重复行动的学习周期和线上调查的方式进行。数据分析采用描述性统计和定性分析两种方式。共识由同意度高达90%以上的提议决定。 结果: 在本研究中,形成了一项EPICC精神关怀教育标准,包含以下四种精神关怀能力:内心精神关怀能力、人际精神关怀能力、精神评定和计划能力,和精神介入和评估能力。以上每一种能力的学习成果都能在学生的知识、技能和态度中表现出来。 结论: 本标准能指导护理学和助产学学生的精神关怀教育、学生评估和研究工作。本标准也是论述其他医疗护理专业精神关怀能力的出发点。后续研究应侧重于本标准的实施应用和学生精神关怀能力的评定。 影响: 本标准指导课程和计划的制定,指引学生如何学习。本标准还为政策制定和后续研究提供了参考。.