ArticleHealthcare (Basel, Switzerland)2022
Competence in Spiritual and Emotional Care: Learning Outcomes for the Evaluation of Nursing Students.
Article in Healthcare (Basel, Switzerland), 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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Who cites it
5 citing papers in PubMed.
- Nursing undergraduates' experience of participating in the Internet + Nursing Program and their spiritual education needs: A qualitative study from the perspective of the Neuman System Model.Pakistan journal of medical sciences · 2024Article
- Spiritual Care[Givers] Competence in Palliative Care: A Scoping Review.Healthcare (Basel, Switzerland) · 2024Article
- Competencies in the Robotics of Care for Nursing Robotics: A Scoping Review.Healthcare (Basel, Switzerland) · 2024Article
- Perceived Barriers to Providing Spiritual Care in Palliative Care among Professionals: A Portuguese Cross-Sectional Study.International journal of environmental research and public health · 2023Article
- Importance of Soft Skills in Health Sciences Students and Their Repercussion after the COVID-19 Epidemic: Scoping Review.International journal of environmental research and public health · 2023Article
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Authors and funding
7 authors.
Funding
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Abstract
Spiritual and emotional care is an important part of the person, especially in situations such as changes in health or a community coping with a pandemic. However, nurses report scarce university training in this area of care. The aim of the study is to define a catalogue of learning outcomes for spiritual and emotional care for undergraduate nurses. The design used a mixed method for the development and validation of learning outcomes. The first phase designs the catalogue of learning outcomes through a coordinating group and uses a bibliographic search and nursing legislation. The second phase validates the proposal through a group of experts, with a questionnaire using the modified Delphi technique in two rounds. The initial proposal was 75 learning outcomes, of which 17 were eliminated, 36 changed their wording and the experts proposed 7 new ones. The experts validated 65 learning outcomes: 14 for Assessment and diagnosis; 5 for Planning; 17 for Intervention; 4 for Evaluation and quality; 8 for Communication and interpersonal relationship and 17 for Knowledge and intrapersonal development. In conclusion, the academic curriculum can include these learning outcomes to help undergraduate nurses in the process of acquiring knowledge, skills and attitudes in spiritual and emotional care.
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