b ackground revd ian m delinger chaplain to the university of chester's faculty of health &...
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De-Mystifying Spirituality for the Curriculum: Challenges in Teaching Spirituality within a
Nursing Programme
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BACKGROUNDRevd Ian M Delinger
Chaplain to the University of Chester's Faculty of Health & Social Care.
Teaching 'Spiritual
Care’.
The Nursing and
Midwifery Council:
psychological,
emotional and spiritual dimensions of patients.
Delivered 5 times since September.
De-Mystifying:
What is ‘spirituality’
?
The experience of teaching Spirituality
outside TRS.
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REVIEWING THE EXPERIENCEPrejudices and barriers to teaching Spiritual Care.
Approaches to teaching such a difficult subject.
The support in the process of development.
The path to integration into the curriculum and into practice.
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PREJUDICES AROUND SPIRITUALITYReligion is a taboo subject.
Lack of religious knowledge.
General societal attitudes.
How persons view the self.
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RELIGION – A TABOO SUBJECT
Misconceptions of me as a priest.
Religion is to be a personal matter: • ‘We don’t do religion.’ Alastair Campbell.• Richard Dawkins. • Humanist Society.
Define in order to De-Mystify.
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LACK OF RELIGIOUS KNOWLEDGE
• Will the session be about how to pray for patients? • Caroline Petrie.
Assumptions of opting out.
Decline in church attendance.
Religious Education Curriculum too broad.
• What is prayer Faith?’, • ‘What happens when you pray?’
Difficulty answering questions like:
No framework of experience from which to draw.
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DOES A LACK OF KNOWLEDGE MATTER?•Underst
anding and respect.
•A sharing of broader experiences.
Knowledge and
experience lead to
•Reading and discussing.
•Exploring different spiritualities and worship practices, eg attending the funeral of a patient.
Gaining knowledge
and experience
by
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GENERAL SOCIETAL ATTITUDES
•Church’s in-fighting.
•9/11 and the rise of Islamaphobia.
•BBC ‘What the World Thinks About God’: “more than a quarter of Britons thought the world would be more peaceful with nobody believing in God”.
Bad press
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GENERAL SOCIETAL ATTITUDES•BBC
online survey: ‘Who or what is most influential in your life?’, 16% answered ‘Yourself’. •3rd
highest percentage after God and Partner/Family.
What is existential?
•Can students contemplate their own spirituality, let alone someone else’s?
Unwilling or unable to engage
outside the self?
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GENERAL SOCIETAL ATTITUDESReligion is personal’.
Personal ‘left at door’. Possible?
“I would probably
rather tell you about my sex
life than about
my spiritual life. And
I’m fairly sure
that you would
be more scandalised to find a
Bible at the
bottom of my
briefcase than a copy of
the Karma
Sutra.” (Allen 1991,
p52)
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Any others relate to
these issues?
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BARRIERS TO TURNING THEORY INTO PRACTICE I am not a
nurse!
The Medical Model has taken over.
‘We’re too busy’.
Not widely practiced by Staff Nurses.
Not part of reflection or assessment.
Interdisciplinary issues.• Not exactly a
barrier – without consultation or collaboration is.
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APPROACHES TO THEORY IN PRACTICE
A problem: Spirituality cannot easily be observed.
•“The spirit cannot be observed directly. However, a person's spirituality is accessible in that it manifests itself in thoughts, behaviours and language that can, to some degree, be observed, understood and nurtured.” (Swinton, 2001, p36)
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APPROACHES TO THEORY IN PRACTICE
The more life experiences, the more we engage with that which is not familiar, the better we are able to understand people, in general.
EXPERIENCE!!
READ!!Lots of books
and articles are available.
Enhance skills of
observation
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APPROACHES TO THEORY IN PRACTICE
Get students to engage: The Risky Exercise
“Carers need to be able to say ‘I may not believe it, but because she needs it, then we’ll try and provide that for her.’” (Swinton, 2001, p135)
‘I believe! Help my unbelief.’
Key Element: Know Thyself
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POSITIVE AND SUPPORTIVE START
The Dean of the
Faculty of Health &
Social Care
Lecturers
Hands off approach
Trust and respect
No convincing or arm twisting
required!
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WHAT DOES INTEGRATION LOOK LIKE?
•At all levels•Staff•Students•Colleagues
Cooperation
•With curriculum development.•With Senior Staff.•With Students.•With timetabling.
Patience!!!
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WHAT DOES INTEGRATION LOOK LIKE?
Integration
Curriculum Team
Lecturers teaching
Taught at all levels
Assessed Reflection Portfolios Practice
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Thinking about it?
Teaching Spirituality:Go For It.
Just do it!