建構護理靈性教育課程

背景：護理專業重視全人健康，自許應提供病人身心靈的照顧。然而，從臨床實務發現護理人員不易執行靈性照護，且護理教育也未提供足夠的靈性訓練。解決這個問題應從護理養成教育做起。研究目的︰建構護理靈性課程；研究方法：以ADDIE課程設計程序進行，分兩階段：第一階段為學習者需求評估，訪談16位護理教師與19位護理學生收集護理師生對靈性課程之意見、第二階段依專家會議方式邀請13位護理教師逐步完成課程建構。研究結果：第一階段：該課程須符合學習者的需求，涵蓋應用護理專業價值與護理過程、能兼顧觀照自己靈性發展與提供靈性照護之能力、釐清課程內容與教學方法；第二階段：以簡明之靈性照護模式建構課程，包含靈性照護、與己、與人、與神與大自然等授課單元與適用台灣文化背景臨床案例，以及可明確引導學生學習方向的學習成效評核指標。結論：所建構之靈性護理課程，其架構與內涵可呼應中外相關文獻，並兼具學生自我靈性覺察與成長，以及提供病人靈性照護之相關能力之養成，實可作為護理教育進行學生靈性培育課程之藍本。

關鍵字

靈性；靈性照護；課程；教育；護理學生

並列摘要

Background: Holistic care by nursing professionals entails offering patients physical, mental, and spiritual support. Caring for patients' spiritual health is not easy because nursing education does not include much if any training in spiritual care. Purpose: We conducted a study of X in order to facilitate development of a spiritual care curriculum for nursing students. Methods: We applied the ADDIE model in two stages to develop the curriculum. First, we conducted a needs assessment by interviewing 16 nursing teachers and 19 students. Second, we formed the curriculum through group discussions with 13 nursing teachers. Results: Stage one revealed how the course could meet students' needs, including 1) applying professional nursing values and processes, 2) taking care of the students' own spiritual development, and 3) building competency in providing patients with spiritual care. Analysis of the interviews also clarified the range of content of the course and the learning method. In Stage Two, we applied the model to develop a curriculum that encompassed an introduction to spiritual care, and a focus on relationships with the self, others, higher beings, and nature. We included clinical case studies from Taiwan, and learning evaluation indices that provide students with clear learning objectives. Conclusions: The course is expected to cultivate nursing students' awareness and growth of their own spirituality, and to enhance their spiritual care competency.