Mi Ja Chung; Young Eun

doi:10.4040/jkan.2011.41.5.673

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Original Article
Development and Effectiveness of a Spiritual Care Education Program for Nursing Students - Based on the ASSET Model: Mi Ja Chung, Young Eun; Journal of Korean Academy of Nursing 2011;41(5):673-683.
DOI: https://doi.org/10.4040/jkan.2011.41.5.673
Published online: October 31, 2011

¹Assistant Professor, Department of Nursing, Gwangyang Health College, Gwangyang, Korea.

²Professor, College of Nursing, Gyeongsang National University, Gerontological Health Research Center, Gyeongsang Institute of Health Sciences, Jinju, Korea.

Address reprint requests to: Eun, Young. College of Nursing, Gyeongsang National University, Gerontological Health Research Center, Gyeongsang Institute of Health Sciences, 92 Chilam-dong, Jinju 660-751, Korea. Tel: +82-55-751-8873, Fax: +82-55-754-0484, yyoeun@gnu.ac.kr

• Received: September 6, 2010 • Accepted: October 24, 2011

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Abstract
REFERENCES

Abstract

Purpose
This study was done to develop a spiritual care education program (SCEP) for nursing students to help increase their awareness of the essence of spirituality in care so as to enable them to promote spiritual well-being and spiritual care competence.
Methods
The participants were assigned to an experimental group (n=42) or a control group (n=39). From August to October 2009, the experimental group participated in the SCEP, which were held 2 hours a week for 6 weeks. The data were analyzed using χ²-test, Fisher's exact probability test, paired t-test, t-test with the SPSS WIN 17.0 statistics program.
Results
The experimental group had a higher mean score for spirituality, spiritual well-being and spiritual care competence than the control group. Significant differences were found between the experimental group and the control group.
Conclusion
The results of this study indicate that the SCEP was effective in improving spirituality, spiritual well-being and spiritual care competence for nursing students.
Keywords: Nursing; Education; Spirituality; Competence

REFERENCES

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Table 1

Spiritual Care Education Program

PPT=Power point presentation; MBTI=The Myers-Briggs type indicator.

Table 2

Homogeneity of General and Religious Characteristics (N=81)

^*Fisher's exact probability test; ^†Analyze the subject of religion only. Exp.=Experimental group; Cont.=Control group.

Table 3

Homogeneity of Spirituality, Spiritual Well-being, Spiritual Care Competence (N=81)

Exp.=Experimental group; Cont.=Control group.

Table 4

The Effects of Spiritual Care Education Program on Spirituality and Spiritual Well-being (N=81)

Exp.=Experimental group; Con.=Control group; post-pre=Posttest-pretest; MD=Mean difference.

Table 5

Effects of Spiritual Care Education Program on Spiritual Care Competence (N=81)

Exp.=Experimental group; Cont.=Control group; post-pre=Posttest-pretest; MD=Mean difference.

Figure & Data

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Development and Effectiveness of a Spiritual Care Education Program for Nursing Students - Based on the ASSET Model

J Korean Acad Nurs. 2011;41(5):673-683. Published online October 31, 2011

DOI: https://doi.org/10.4040/jkan.2011.41.5.673

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Development and Effectiveness of a Spiritual Care Education Program for Nursing Students - Based on the ASSET Model

Table 1

Spiritual Care Education Program

PPT=Power point presentation; MBTI=The Myers-Briggs type indicator.

Table 2

Homogeneity of General and Religious Characteristics (N=81)

^*Fisher's exact probability test; ^†Analyze the subject of religion only. Exp.=Experimental group; Cont.=Control group.

Table 3

Homogeneity of Spirituality, Spiritual Well-being, Spiritual Care Competence (N=81)

Exp.=Experimental group; Cont.=Control group.

Table 4

The Effects of Spiritual Care Education Program on Spirituality and Spiritual Well-being (N=81)

Exp.=Experimental group; Con.=Control group; post-pre=Posttest-pretest; MD=Mean difference.

Table 5

Effects of Spiritual Care Education Program on Spiritual Care Competence (N=81)

Exp.=Experimental group; Cont.=Control group; post-pre=Posttest-pretest; MD=Mean difference.

Table 1 Spiritual Care Education Program

PPT=Power point presentation; MBTI=The Myers-Briggs type indicator.

Table 2 Homogeneity of General and Religious Characteristics (N=81)

^*Fisher's exact probability test; ^†Analyze the subject of religion only. Exp.=Experimental group; Cont.=Control group.

Table 3 Homogeneity of Spirituality, Spiritual Well-being, Spiritual Care Competence (N=81)

Exp.=Experimental group; Cont.=Control group.

Table 4 The Effects of Spiritual Care Education Program on Spirituality and Spiritual Well-being (N=81)

Exp.=Experimental group; Con.=Control group; post-pre=Posttest-pretest; MD=Mean difference.

Table 5 Effects of Spiritual Care Education Program on Spiritual Care Competence (N=81)

Exp.=Experimental group; Cont.=Control group; post-pre=Posttest-pretest; MD=Mean difference.