- SPIRITUAL SELF REFLECTION HOW TO
- SPIRITUAL SELF REFLECTION TRIAL
- SPIRITUAL SELF REFLECTION PROFESSIONAL
In each school participants were randomly divided into two groups by block randomization with a random sequence of 2 or 4 block sizes. Exclusion criteria were missing more than one reflection sessions and unwillingness to continuing participation in the study. Out of the 75 second-year nursing students, 70 (36 students from Shiraz and 34 students from Jahrom) were willing to participate in the study. In spring semester of 2014, all of nursing students who were in third and fourth semester in two mentioned schools were included in the study.
SPIRITUAL SELF REFLECTION TRIAL
This study was a randomized controlled trial conducted at Nursing and Midwifery School in Shiraz and Nursing School in Jahrom, both located in south of Iran. Reflective groups have a huge potential to help nurses and nursing students learn about spiritual care and critically consider their everyday practice regardless of the practice setting, specialty, level of experience.( 12) Reflective group working as a means of developing an individual’s abilities, skills and knowledge mirrors other shifts in thinking.( 13) Nursing students learn that in order to gain from a practice experience, they will benefit from critically analyzing the situation and applying their newly gained perspective to future experiences.( 12) Considering poor spiritual care in Iranian nursing students and teaching benefits of reflexive group, the present study aims to investigate the impact of teaching spiritual care through group refection on nursing students' spiritual well-being and their attitude towards spirituality and spiritual care.
SPIRITUAL SELF REFLECTION HOW TO
A recent study in Iran reported that due to the lack of relevant contents in the nursing curriculum, educators are try ing to be role models for their students in turn, nursing student also experience and understand spiritual care informally with continuous presence in clinical practices.( 11) It can be said that nurses' knowledge of spiritual care in Iran is poor and they need specific informa tion on how to meet patients’ spiritual needs. Spiritual care education in Iranian nursing is subtle, ambiguous, infor mal, and nonprogrammable.
It also helps individuals improve their reflection skills under the influence of others.( 10) Group reflection is a kind of teamwork where different perspectives can be used to learn about and clarify an issue. A review of the literature also revealed that little has been written about teaching nurses regarding spiritual care.( 8) The methods used to teach spirituality often include exploratory techniques, such as brain storming, questioning, case-studies analysis, small group discussions, critical thinking about personal spirituality, and presenting students with possible scenarios.( 8) Reflection is a modern teaching approach that has been proved to be effective in increasing nurses' knowledge and skills in clinical situations, and can be used to teach the spiritual aspects of care( 9). Although many researchers have claimed that increased knowledge of spirituality and spiritual well-being enhances nurses' capacity to provide spiritual care, not many studies have addressed the strategies to improve nurses' spiritual well-being and attitude toward spiritual care. Therefore, it is necessary to teach spirituality as a major component of holistic care.( 7) Since students begin to learn the basic concepts and principles of holistic care during their education, they should be taught the spiritual aspects of care and the ways to internalize spiritual values during their course of education by means of proper methods.
SPIRITUAL SELF REFLECTION PROFESSIONAL
So a holistic view must be considered in providing health care.( 1) Since spirituality is an essential component of health and well-being and one aspect of holistic care, professional nursing governing bodies stressed on providing spiritual care in nursing practice.( 2) Spiritual care is both essential and unique and answers basic questions related to the pain, suffering, and death and supporting patients with finding meaning, purpose and hope.( 3) Although spiritual care is an essential, accepted, and required dimension of nursing practice( 4) and nurses have intention and motivation for providing spiritual care,( 5) research findings demonstrated many of them are not able to provide it adequately( 2) and this integral aspect of holistic care often ignored.( 6) Health is a general concept that includes physical, social, cultural, emotional, and spiritual dimensions.
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