10th Annual Israeli Spiritual Care Confernece for professionals 5 – 6 Nov 2013 Tove Giske [email protected] Associate Professor Haraldsplass Deaconess

How to recognize and verbalize spirituality in its diverse

expressions?10th Annual Israeli Spiritual Care Confernece for professionals

5 – 6 Nov 2013

Tove [email protected]

Associate ProfessorHaraldsplass Deaconess University College

Bergen, Norway

mailto:[email protected]

Giske; How to recognize & verbalize spirituality

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Bergen, Norway


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Overview of presentation1. Theoretical backdrop2. How to recognize spiritual concerns

& resources3. Presentation of spiritual care

research – how undergraduate nursing students learn

4. Recommendations for universities and clinical practice


1. Theoretical backdrop – help to think professionally

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Victor FranklCarl Jaspers


Victor Frankl & LogoterapiAustrian & American

psychiatrist1905 – 1997

Imprisoned in Auschwitz 2nd world war

Develop LOGO THERAPY:Humans seek and can find meaning through:Accomplish somethingBy receivingAn attitude of living

through suffering

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Limit situations - grensesituasjoner

Carl Jaspers (1883 – 1969)

German philosopher and psychiatrist

Some situations in life we cannot change – he calls them ”limit situations”

• Illness• Different kinds of loss• Death• Threaths of such

situations


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- But also make one wonder and reflect…

Klikk ikonet for å legge til et bilde

Limit situations can cause pain and suffering


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Limit situations make us stop

•Realise that life cannot be taken for granted•That I am vulnerable

•That my life esily can be over •or someone I love/are connected with can die


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Limit situations can•Lead us to become more aware of what is important in life

•Challenge us to reflect more deply about life

•Mature us ethically and intelectually

Have you experienced ”limit situations”?


2. How to recognize spiritual concernsPainAgonyQuestionsWonderingRestPeace

Many expressions – listen to the meaning for the individual person

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WE HAVE TO LISTEN WITH 2 EARS

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What is the person’s concern?And how is it expressed?

?- Who am I?- Who loves me?- Is there a meaning in

what happens?- What about guilt – am I

guilty?- How can I live with pain

and suffering?- How will my future be?



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What frame of reference do the person have??

What about- faith- View of life- tradition- culturDoes this person

have?



Art & Science of Spiritual Care

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McSherry & Ross (eds.) (2010) Spiritual Assessment in health care Practice. M&K Publishing


3. Presentation of spiritual care research amongst undergraduate

nursing students AIM:to determine undergraduate nursing students’ perspective on spiritual care and how they learn to practice it

Giske, T. & Cone P.H. (2012) Opening up to learning spiritual care of patients: A grounded theory study of nursing students. Journal of Clinical Nursing, 21(13-14), 2006 - 2015

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Participants:8 focus groups with 42 undergraduate

students3 1st year3 2nd year2 3rd year

Average age 25,6 (20 – 45)Life view

30 Christian, 2 ”religious”, 1 Cathlic3 Agnostic, 3 Atheist, 2 Gnostic, 1 Naturalist

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Questions to the focus groups:What is spiritual care?

How do you learn to practice it?

Tell us about your experiences

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AnalysisInterviews transcribed and

analysed accoding to Grounded Theory: Constant comparison

CodingOpen codingSelevtive codingTheoretical coding

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Norwegian context1000 years of Christianity85 % of 5 million belonging

to a Christian demonination2nd largest group: Muslims (1,9 %)3rd Norw. Humanistic Association (1,7 %)Most Norwegians believe in God

Faith is seen as private.Taboo to talk about

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Spiritual care – the whatNo clear definitionBeing concerned with the whole person,

the soul and what could not be seenReligious faith; reading holy books,

prayerSeen as part of nurses responsibility BUT

Poorly defined in litterature,Least focused on professionallyWhat nurses knew least aboutSeen few role models in clinical studies

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Participants main concernHow to create a professional relationship with patients and maintain it when spiritual concerns were recognised

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Students solve this concern byOpening up for learning spiritual care3 intertwined phases Learning develope as a spiral through out

the nursing training

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Preparing for connection

Connecting with and supporting patients

Reflecting on experiences


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Categories – Three iterative phases Sub-categories of each phase

1 Preparing for connection

Knowing oneself more deeply

Preparing in class and on your own

2 Connecting with and supporting patients

Connecting in mutual vulnerability

Supporting patients respectfully

3 Reflecting on experiences

Thinking through what you did

Sharing experiences with others


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4. Recommendations Universities:Separate and clear themes in teaching at

universityRepeated focus with increasing complexity

throughout the studyChoose methods that promote self-awareness,

understanding own spirituality and valuesUse interactive methods - Share examples, use

role play, reflect in a safe environment with the support of fellow students and teacher

Requirements to read literature - theories and research related to spirituality. Be part of exams


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Recommendations for clinical studiesTeachers can be key person to help students recognize

possibilities for learning related to spiritual careUse the rich possibilities for learning the uniqueness

in diverse situationsTeachers work together with supervisor in practice to

emphasize data collection and interventions including spirituality

Facilitate for students to experience role modelsSupport & challenge students to involve themselves

with patients in a respectful mannerCreate time & room for reflection in and after

practice


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Documents

10th Annual Israeli Spiritual Care Confernece for professionals 5 – 6 Nov 2013 Tove Giske [email protected] Associate Professor Haraldsplass Deaconess