Abstract
AbstractAs two students and a teacher immersed in practice education at a Canadian nursing school. We were curious about how to engage in spiritual health care practice, viewed as relational nursing practice that assumes interconnections of spirit, health and healing. This paper explores how to interpret theoretical understandings into pragmatics of teaching, learning and engaging in spiritual health care practice. There is discussion about story telling, taking a stand of ‘not knowing’ (Irving and Moffatt, 2002), opening space for diversity, authentic dialogue across, within and through difference to inform pragmatic ways of knowing, being and of doing spiritual health care. To inform the discussion, theoretical perspectives on the religion/spirituality divide, interconnections of health, healing and spirit, ‘defining moments’ and spiritual/sacred spaces are presented. A review of the literature juxtaposed with student/teacher experiences and perspectives helps to inform a deeper understanding of teaching, learning and engaging in spiritual health care practice. Copyright © 2008 John Wiley & Sons, Ltd.
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