Spirituality and religion and the role in improving teaching approaches to diversity and inclusion in the nursing and midwifery curriculum: an explanatory sequential multi-methods study
Notice bibliographique
Résumé
BACKGROUND: Spirituality and religion play an important role in many people's lives. While healthcare professionals support people from a diverse range of backgrounds, cultures and belief systems, these dimensions are often missing from assessments and care plans. Using the lens of nursing and midwifery students and academic teaching staff, this study sought to explore how the concepts of spirituality and religion could be better incorporated into nursing and midwifery teaching programmes, while acting as a possible conduit for exploring the richness of diversity and inclusion. METHODS: An explanatory sequential multi-methods study, to include an online survey (n = 114 responses) and focus groups (n = 11 participants). Quantitative data were analysed using descriptive statistics and qualitative data were analysed using reflexive thematic analysis. Integration of the quantitative and qualitative data was achieved through a pillar integration process. RESULTS: The concept of spirituality was viewed as predominately positive, something personal to individuals and linked to how people make sense of their place in the world. Religion was seen as a connectedness to a community with common beliefs and a shared identity. However, the rules and regulations associated with religion, were perceived by some respondents as leading to intolerance and the exclusion of others. Overall, participants believed that greater awareness of spirituality and religion could help people to be more aware and to be more welcoming of diversity leading to greater inclusion. Participants believed that these concepts should be included in teaching programmes and integrated with clinical practice. CONCLUSIONS: Students and clinical practitioners should be encouraged to increase their knowledge and awareness towards spiritual and religious issues. This awareness may begin with students and clinical practitioners reflecting on their own beliefs and values enabling them to be more sensitive to and respond to the beliefs and values of others. Insights gained by this study may be valuable to healthcare educators and policymakers highlighting the need for greater awareness of spirituality and religion in health and social care training. CLINICAL TRIAL NUMBER: N/A.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,007 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,005 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,001 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».