Nursing Students’ Professional Competence in Providing Spiritual Care in Iran

This exploratory descriptive study of spiritual experiences, well-being, and practices was conducted among 126 nursing students. Participants reported a higher level of spiritual well-being and life scheme than self-efficacy for well-being and life-scheme. Thus, students appeared to view the world and their role in it slightly more positively than their ability to affect their lives and make decisions. The students reported the most frequent spiritual experiences as being thankful for blessings; the next most frequent spiritual experiences having a desire to be close to God, feeling a selfless caring for others, and finding comfort in ones religion and spirituality. Students used both conventional and unconventional spiritual practices. Further study is necessary to study the relationship among spiritual practices, daily spiritual experiences, and spiritual well-being among nursing students and to evaluate these before and after implementation of specific educational offerings focused on spirituality and spiritual care in nursing.

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The work-integrated learning combined with the portfolio method-A pedagogical strategy and tool in nursing education for developing professional competence

Journal of Nursing Education and Practice ◽

10.5430/jnep.v8n2p8 ◽

2017 ◽

Vol 8 (2) ◽

pp. 8 ◽

Cited By ~ 2

Author(s):

Sandra Pennbrant ◽

Håkan Nunstedt

Keyword(s):

Nursing Education ◽

Nursing Students ◽

Clinical Education ◽

Professional Competence ◽

Integrated Learning ◽

Pedagogical Tools ◽

Pedagogical Strategy ◽

Healthcare Needs ◽

Reflection On Action ◽

Work Integrated Learning

During nursing education students obtain knowledge and skills to develop their professional competence. Teachers may elect to provide pedagogical tools preparing students for current and future healthcare needs. The purpose of this theoretical article was to highlight Work-Integrated Learning combined with the Portfolio Method as a pedagogical strategy and tool for nursing students to develop professional competence for lifelong learning. This strategy contains six phases: pre-reflection, reflection-in-action, reflection-on-action, self-evaluation, meta-reflection and knowledge-in-action, which can help nursing students, during their clinical education, develop deeper understanding of their future profession, while also providing a teaching planning tool.

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Influence of Self-esteem, Empathy and Existential Well-being on Spiritual Care Competence in Nursing Students

Journal of Korean Academy of Fundamentals of Nursing ◽

10.7739/jkafn.2015.22.3.328 ◽

2015 ◽

Vol 22 (3) ◽

pp. 328-337 ◽

Cited By ~ 3

Author(s):

Jin Kim ◽

Sookyung Choi

Keyword(s):

Nursing Students ◽

Spiritual Care ◽

Well Being ◽

Self Esteem

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Attributes of a good nurse

Nursing Ethics ◽

10.1177/0969733015595543 ◽

2015 ◽

Vol 24 (2) ◽

pp. 238-250 ◽

Cited By ~ 13

Author(s):

Rahime Aydin Er ◽

Mine Sehiralti ◽

Aslihan Akpinar

Keyword(s):

Nursing Students ◽

Professional Education ◽

Role Models ◽

Professional Competence ◽

Nursing Program ◽

First Year ◽

Training Methods ◽

Survey Form ◽

Good Nurse ◽

Material Values

Background: The opinions of students regarding the attributes of a good nurse can make a major contribution to the planning and the conducting of professional education. There are few studies which aim at identifying the qualifications of a good nurse from the perspectives of nursing students. Objectives: To determine the opinions of first- and fourth-year nursing students concerning the ‘attributes of a good nurse’, and whether and how their views change depending on their year of study. Research design: Descriptive research. Participants and research context: This study was conducted in the nursing department of a vocational school of health in the 2010/2011 academic year. The study participants consisted of first-year and intern students. A survey form was used to identify characteristics of participants, and students were asked the following open-ended question about their opinions related to the attributes of a good nurse. Ethical considerations: The permission was taken from the school administration. Informed consent was obtained, and anonymity was ensured for participating students. Findings: A total of 120 students participated in this study. Most frequently expressed attributes were ‘professional competence’ in first-year and ‘responsibility’ in fourth-year students. While first-year students placed a greater emphasis on the attributes of ‘geniality’, ‘patience’, ‘calmness’, ‘love of nursing’, ‘loyalty to nursing’ and ‘not attaching importance to material values’, fourth-year students emphasized the attributes of ‘empathy’, ‘honesty’, ‘responsibility’ and ‘scientific curiosity’ significantly more. Discussion and conclusion: Fourth-year students placed a greater emphasis on the attributes which the students are expected to acquire through a nursing program and clinical experience. However, they mentioned the attributes related to a good nurse–patient relationship and communication significantly less. Appropriate ethical training methods and good role models can help students acquire attributes that are important for the nursing profession and combine them with the attributes they already have.

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