本研究目的在發展測量靈性自我覺察能力的量表,於生死學課程中設計適合護理背景學生的靈性照護單元,及探討這些單元的實驗課程介入對護理系學生靈性自我覺察能力的成效。研究採準實驗研究法,研究工具為自擬結構式「靈性自我覺察量表」,以因素分析方式抽離出「追尋意義」、「超越自我」、「照護能力」、「死亡趨避」、「信仰連結」五因素,解釋總變異量為76.551%;內在一致性和折半信度檢測量表信度,Cronbach's α為.93,折半信度分別為.87及.89。實驗課程設計靈性照護三單元為:生命意義的追尋、生命回顧之旅、臨終關懷的靈性照護。研究發現自我覺察能力需具備覺察「追尋意義」、「超越自我」、「照護能力」、「死亡趨避」、「信仰連結」五個能力,「生死學靈性照護」課程對提高學生自我覺察能力具有成效。「生死學靈性照護」的課程介入,學生的自我覺察能力,以「追尋意義」增加最多。研究建議護理校院宜重視照顧者靈性自我覺察之相關課程,選擇合宜授課方式,善用網路資源及媒體。
This study develops a quantitative scale for measuring spiritual self-awareness, design spiritual care instruction suitable for nursing students studying Thanatology, and elucidate the effects of introducing spiritual care into Thanatology courses on the spiritual self-awareness of nursing students. The design of the study was quasi-experimental, and a questionnaire entitled ”Spiritual Self Awareness” was developed. Factor analysis was performed to test construct validity. The five factors included search for meaning, personal transcendence, ability to care, attitude toward death, and religious connection. Cronbach α and split-half reliability were calculated. The Cronbach α was .93, and split-half reliability of .97 and .89 were used to examine internal consistency. Spiritual care instruction consisted of the following topics: ”Search for meaning”, ”Journey of life review” and ”Spirituality in terminal care”. The study found that the spiritual care instruction of the thanatology course produced positive results in the self-awareness of students. The findings of this study indicate that nursing schools should integrate self-awareness into courses and employ appropriate teaching methods such as use of internet resources and multimedia.