This study was done to evaluate the effectiveness of spiritual care education program in enhancing the well-being and competency of psychiatric nurses.
After explaining the aim of the study, an official permission from the aforementioned psychiatric institutions will acquired to carry out the study. In order to prevent conflicts with regular hospital nursing shifts, the study team had arranged the instructional sessions with the head of nurses. Nursing who fulfilled the qualifying requirements and gave their verbal, informed consent was taken by the researchers. Nurses completed the self-administered data collection sheet. The self-administered questionnaire was completed in 15-20 minutes on average. The pre-test questionnaire was first given to both groups prior to the start of the educational session in order to gather data. The post-test was administered using the same pretest questionnaire. Intervention of spiritual care education/training program For eight weeks, the intervention group participated in a spiritual care education program that aimed to improve their ability to provide spiritual care. Program orientation, an introduction to spiritual care, the concepts of spiritual care, the significance of spiritual care, the theoretical underpinnings of spirituality in mental health, practical strategies for integrating spiritual care in psychiatric nursing, reflective practice, and self-care for enhancing personal spirituality were all covered in the program's weekly two-hour sessions. Throughout the study period, the control group received no intervention and carried on with their regular nursing practice without any further instruction. The baseline (pre-intervention) questionnaire was given simultaneously to the intervention and control groups in order to gather data at two different times. A questionnaire measuring spiritual well-being and spiritual care competency was filled out by both groups. The filled surveys were gathered by the study team. Both the intervention and control groups received the immediately post-intervention questionnaire simultaneously, right after the educational program concluded.
Study Type
INTERVENTIONAL
Allocation
RANDOMIZED
Purpose
HEALTH_SERVICES_RESEARCH
Masking
NONE
Enrollment
98
The spiritual care education program to improve nurses ability to provide spiritual care. Education includes; Program orientation, an introduction to spiritual care, the concepts of spiritual care, the significance of spiritual care, the theoretical underpinnings of spirituality in mental health, practical strategies for integrating spiritual care in psychiatric nursing, reflective practice, and self-care for enhancing personal spirituality were all covered in the program's weekly two-hour sessions.
Faculty of Nursing
Port Said, Egypt
Spiritual Care Competence
The scale was used to evaluate spiritual care competencies. The scale was created and validated in English by Van Leeuwen, Tiesinga, Middel, Post, and Jochemsen (2009). It consists of 27 items total, with six subscales. The scale assesses the following six spiritual-care competencies: communication (2 items), professionalization and improving the quality of care (6 items), personal support and counselling of patients (6 items), referral to other professionals (3 items), attitudes towards patients' spirituality (4 items), and assessment and implementation of SC (6 items). There are five points ratings on the Likert scale: strongly disagree, disagree, neutral, agree, and strongly agree. Higher scores indicate higher levels of competence; the total score goes from 27 to 135. The subscales demonstrated good homogeneity with average inter-item correlations \>0·25 and strong test-retest reliability. Cronbach's α values for the subdimensions of SC assessment and implementation, professiona
Time frame: 8 weeks
Spiritual Well-Being
The Spiritual Well-Being Scale (SWBS) used to measure self-perceived spiritual health. The scale was developed by Ellison and Paloutzian in 1982. The 20-item scale was split into two subscales: existential well-being (EWB), which focused on life satisfaction without necessarily being connected to religion, and had 10 items. Religious well-being (RWB), which reflected a sense of fulfilment and connection with God or a higher power and had 10 items. The scale is a 6-point Likert scale with 9 negatively worded items to reduce response biases, ranging from Strongly Disagree to Strongly Agree. Higher scores indicate better spiritual well-being; the scale's total scores range from 20 to 120. Three levels have been established for the SWBS scores: low (20 to 40), moderate (41 to 99), and high (100 to 120). High levels of test-retest reliability and internal consistency were demonstrated by the scale. Cronbach's alpha α = 0.87, 0.78, and 0.89 for the RWB, EWB, and SWBS, respectively, indicat
Time frame: 8 weeks
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