Spiritual Competence Research Articles

Erratum for The Effectiveness of Spiritual Competence Training on the Psychological Well-being of Preschool Teachers. Health Technology Assessment in Action [Health Tech Asmnt Act. 2023; 6(2)

The Article Abstract is not available

Erratum for Evaluation of Validity Indices of Spiritual Competence Questionnaire. Health Technology Assessment in Action [Health Tech Asmnt Act. 2021; 5(1)

The Article Abstract is not available

Spiritual care competences of healthcare workers in emergency and intensive care-aprospective questionnaire study

In intensive and emergency care, patients and their relatives are confronted with potentially existential crises. Spiritual care can be an additional resource to address related psychosocial and physical symptoms and to support patients and their relatives. Accordingly, healthcare workers need spiritual skills to recognize and respond to these needs. What spiritual competencies do healthcare workers in intensive and emergency care have? Are there differences between professions and genders? What factors influence spiritual competencies? The prospective questionnaire study included physicians participating in intensive care and emergency medicine courses and nurses who were training or working in intensive and emergency care. Self-reported spiritual competencies were assessed using the Spiritual Care Competence Questionnaire (SCCQ), which captures the following areas: perceptual competence, team-spirit, documentation competence, self-awareness and proactive opening, knowledge about other religions, competence in conversation techniques and proactive empowerment-competence. We included 465 physicians (50% female, years in profession: mean = 4.0, standard deviation [SD] = 3.5) and 86nurses (80% female, years in profession: mean = 12.7, SD = 10.7). The average SCC was2.3 (SD 0.4) out of amaximum of 4points, with higher spiritual competences among spiritual and religious respondents. There were differences in specific competencies between the professions and genders. Women indicated ahigher level of competence in the area of perception and conversation skills, physicians in documentation skills. Overall, there is aclear need to train healthcare staff in the field of intensive care and emergency medicine.

ASPEN international survey on ethical competencies dealing with decision-making in the use of artificially administered nutrition and hydration and competency application in clinical practice.

Ethical competencies dealing with decision-making for clinicians involved in artificially administered nutrition and hydration (AANH) have not been defined in the literature. Although clinical assessments identify nutrition needs and appropriate routes of nutrition administration, an assessment of the ethical, cultural, and spiritual implications of the medical nutrition therapy may be overlooked. Eleven competency statements were developed by members of two international sections of the American Society for Parenteral and Enteral Nutrition. This descriptive cross-sectional survey study was conducted to measure the importance of the competency statements to the membership of two sections using a five-point Likert scale of 1-5 (1-low to 5-high). A total of 113 responses (12.5% response rate) were obtained predominantly from physicians and dietitians from 25 countries. There was a wide range of world regions of the 49% respondents outside of the United States. Means and SDs were calculated for agreement with the 11 competency statements with overall means ranging from 4.32 to 4.67. Most of the participants cared for adult/older adult patients (63.7%) exclusively, and 12.4% cared for pediatric/neonate patients exclusively; the remainder (23.9%) cared for both populations. Respondents reported they were either experienced, competent, or expert (88.6%) in dealing with ethical issues related to AANH. This international interdisciplinary group agreed that the integration of ethical, cultural, and spiritual competencies into clinical decision-making regarding artificially AANH is important.

Enhancing training in spiritual and religious competencies in mental health graduate education: Evaluation of an integrated curricular approach.

Despite practice guidelines for multiculturally competent care, including spiritual/religious diversity, most mental health graduate training programs do not formally address spiritual/religious competencies. Thus, we enhanced the Spiritual Competency Training in Mental Health (SCT-MH) course curriculum to train graduate students in foundational attitudes, knowledge, and skills for addressing clients' spirituality and/or religion (S/R). The hybrid (online and in-person) SCT-MH course curriculum was integrated into existing required graduate clinical courses (replacing 15% of a course's curriculum) and taught to 309 students by 20 instructors in 20 different graduate training programs across counseling, psychology, and social work disciplines. Using a multiple baseline waitlist control design in which students served as their own controls, students completed validated assessments at three timepoints evaluating their spiritual/religious competencies for understanding the intersection between S/R and mental health. We also collected qualitative data from the students to evaluate acceptability of the content and format of the training program. Students' scores on all seven measures of spiritual/religious competencies had a statistically significant positive increase after engaging with the SCT-MH curriculum compared to the control period. At the end of the course, 97% of the students envisioned using spiritually integrated therapy techniques with their clients at least some of the time, 92% or more rated the materials as helpful and relevant, and 96% were satisfied with the training modules. Results demonstrate that dedicating a small (i.e., 6 hours of class time; 10 hours outside class time) but intentional amount of course time to teaching spiritual/religious competencies increases students' attitudes, knowledge, and skills for attending to clients' S/R in clinical practice. The SCT-MH hybrid course content is freely available to all graduate programs on our website. https://www.spiritualandreligiouscompetenciesproject.com/resources/sct-mh.

The development of spiritual competence training for high school students in Indonesia

The development of spiritual competence training for high school students in Indonesia

Analysis of the integration of competencies in a Humanization Curricular Line: Case study on the curriculum of a technical career in health

Introduction: the curricular insertion of humanization in sociosanitary education faces the challenge of counteracting the predominant biomedical approach, which fragments healthcare. This technical model has led to the dehumanization of care, ignoring emotional, social, and cultural dimensions, and generating dissatisfaction among patients and professionals.Methods: descriptive case study, which analyzes the pre- and post-intervention learning outcomes of a humanization curricular line, evaluating the relevance of competencies and subcompetencies for humanization in healthcare through a descriptor matrix.Results: between 2017 and 2024, the humanization curricular line showed a significant change in the addressed competencies. The relational competence became predominant, increasing from 41% to 48% of the learning outcomes. Competencies such as ethics, emotional, spiritual, cultural, and management notably increased, while the scientific-technical competence decreased from 71% to 44%, becoming equivalent to the others.Conclusions: the incorporation of competencies for humanization in the health education curriculum reflects a more integral and human-centered approach, integrating relational, ethical, cultural, emotional, and spiritual competencies. This is essential for training professionals capable of providing inclusive and holistic care that addresses the complex multidimensional needs of users

The Influence of Motivation and Competences on Amil’s Work Productivity at the National Amil Zakat Institution Dompet Dhuafa

Zakat is an important instrument in efforts to eradicate poverty in society. Dompet Dhuafa has implemented a fundraising strategy through technology aimed at increasing the collection of zakat funds. Increasing zakat collection needs to be balanced with the ability to distribute zakat funds and readiness to face potential risks. Amil's work productivity is needed to be able to collect large amounts of zakat funds and at the same time be able to distribute zakat funds. This research aims to analyze the influence of work motivation and amil's competence on amil's work productivity at LAZNAS Dompet Dhuafa. This research uses a quantitative-descriptive approach. Respondents in this study were 75 people using simple random sampling techniques. Data was collected through filling out questionnaires by respondents. The results of the research show that the processing indicators influence the test using PLS-SEM (Structural Equation Model). The results of the research show that the indicators which have the highest average score on each variable include the need for affiliation on the work motivation variable, spiritual competence on the amil competence variable, and ability and improving the results achieved on the work productivity variable, test results of the model of the influence of work motivation and Amil's competence on work productivity shows an R-Square figure of 0.47 while the remaining 0.53 is influenced by other factors not examined in this research. Another finding from the influence test results is that the amil competency coefficient has a significant direct influence of 0.655. This shows that the better the amil's competence, the higher the work productivity produced by the amil. This research has limitations in the variables studied and the number of respondents. This research has high originality because it is in accordance with the challenges faced by national zakat institutions today. Keywords: Amil Zakat, Motivation, Competence, Work Productivity

Exploring the relationship between spiritual care and patient advocacy of nurses from generations X, Y and Z working in intensive care clinics: A cross-sectional study

ObjectiveTo determine the relationship between spiritual care and patient advocacy across three generations of nurses working in intensive care units. DesignCross-sectional survey. MethodsData collection took place from July to August 2022 with 120 nurses in Turkey. Data collection tools included the Spiritual Caregiving Competency Scale, the Spirituality and Spiritual Care Assessment Scale, and the Patient Advocacy Scale for Nurses. Data on nurses’ demographics were evaluated using descriptive statistical methods (number, percentage, mean, standard deviation). Independent sample t-test, one-way ANOVA, Pearson correlation, and linear multiple regression analysis were used to evaluate the relationships between variables, with results reported as 95% confidence intervals (CI). ResultsMore than half of the nurses were from Generation Y (39.2 %) and Generation Z (42.5 %). Generation Z’s mean patient advocacy score (156.96 ± 23.16) was statistically significantly higher than Generation X’s (139.32 ± 34.26). We determined that the spiritual competence scale communication sub-dimension score of Generation Y nurses working between 1–10 years was higher than that of Generation Z nurses. Additionally, as the patient advocacy scores of all generations increased, so did spiritual competence scores. ConclusionThe study found differences in patient advocacy and spiritual care competencies between generations. Thus, we recommend organizing courses, seminars, and in-service training on patient advocacy and spiritual care for intensive care nurses. Implications for clinical practiceThis study estimates nurses’ spiritual care competencies and patient advocacy levels from different generations and sheds light on the literature to eliminate differences in care between generations in nursing practices that evolve and change over time. It is recommended that courses, seminars, in-service training, spiritual activities, and interactive meetings be organized to encourage the participation of intensive care nurses to minimize the differences in spiritual care and patient advocacy among all generations of intensive care nurses.

Spiritual competencies and social justice: Implications for counselor education pedagogy

AbstractCounselor educators are responsible for creating learning environments that promote students’ increased cultural competence and social justice engagement. Although, counselor educators have expanded their focus on diversity, religion and spirituality remain largely unaddressed in the curriculum and social justice‐oriented instruction. This article provides pedagogical recommendations for counselor educators that promote religious and spiritual competence.

Spiritual competent orientation as ground for effective clinical supervision: Strategies for implementation

AbstractOne of the aims of clinical supervision is to ensure counselors meet the ethical obligations of the counseling profession, which include religious and spiritual (R/S) competence. To date, however, there has been no framework for the supervision of R/S competence in the research literature. We use an extension of the spiritually competent orientation model to illustrate how to conduct supervision that builds R/S competence in practice.

Pembinaan Kompetensi Spiritual Siswa SMA Keberbakatan Olahraga Negeri Aceh

The objectives of the research are, 1) to find out how to develop the spiritual competence of SMAKON students, 2) to find out what efforts are made to develop the spiritual competence of Aceh State Sports Gifted High School students. The research method used in this research is a descriptive qualitative approach. Data collection techniques were carried out by means of observation, interviews and documentation. The results of the research found that, 1) there are four methods of developing the spiritual competence of Aceh State Sports Gifted High School students, namely through the methods of habituation, example, discipline, and giving advice (mauidzah hasanah). 2) There are five efforts made by teachers in fostering the spiritual competence of Aceh State Olahara Gifted High School students, namely by increasing the teacher's spiritual pedagogical competence, requiring students to pray midday prayers in congregation, providing guidance on reading the Al-Qur’an, accustoming students to be honest, and train students to always be grateful.

The Education of Ulama Cadres in Muhammadiyah Islamic Boarding School Karangasem Paciran Lamongan, Indonesia

This research analyses the education of ulama cadres at the Muhammadiyah Islamic Boarding School, Karangasem Paciran Lamongan. This research uses a qualitative descriptive method with a case study approach. The techniques used in collecting data were observation, interviews, and documentation. Checking the validity of the data by triangulating sources and methods. Meanwhile, data analysis includes condensation, presentation, verification, and conclusion. The results of the research concluded: First, the concept of Ulama in Muhammadiyah Islamic boarding schools is to have professional competence, personal competence, social competence, and spiritual competence. Second, the strategy used by Islamic boarding schools to carry out education for ulama cadres is (a) education and training carried out in formal education and Islamic madrasas; (b) encouragement to memorize the Qur'an; (c) familiarization with students' activities; (d) field practice for preaching in the community. There are two variants in the education of ulama cadres, namely genetic and social theory (3). The educational implications of Muhammadiyah Islamic boarding school ulama cadres are (a) the existence of beneficial community service activities through da'wah weeks and field da'wah service; (b) there is an increase in the Islamic boarding school's clerical competence; (c) there is high satisfaction and trust in the community towards graduates of the two Islamic boarding schools, making it easier for graduates to play an active role in empowering the community, especially in the religious sector.

The necessity of religious and spiritual competence in school counseling

AbstractScholars have advocated for the integration of spirituality into school counseling; however, school counselor education and professional organizations continue to exclude spiritual/religious competencies from school counselor preparation, professional identity, and practice. The authors offer strategies for incorporating religious and spiritual competence into school counselor education.

Core Palliative Care Competencies for Undergraduate Nursing Education: International Multisite Research Using Online Nominal Group Technique.

Background: Nurses should have appropriate education and required competencies to provide high-quality palliative care. The aim of this international multisite study was to list and evaluate core palliative care competencies that European nurses need to achieve in their education to provide palliative care. Methods: The Nominal Group Technique (NGT) was used as a data collection method. NGT meetings were organized in four European countries. Targeted groups of palliative care professionals with diverse contextual and professional backgrounds participated in the NGTs. The research question was: "What are the core competencies in palliative care that need to be achieved during undergraduate nursing education?" Data analysis was done in two stages: grouping the top 10 answers based on similarities and thematic synthesis based on all the ideas produced during the NGTs. Results: Palliative care core competencies based on the research were (1) competence in the characteristics of palliative care; (2) competence in decision-making and enabling palliative care; (3) symptom management competence in palliative care; (4) competence in holistic support in palliative care; (5) active person- and family-centered communication competence in palliative care; (6) competence in empathy in palliative care; (7) spiritual competence in palliative care; (8) competence in ethical and legal issues in palliative care; (9) teamwork competence in palliative care; and (10) self-awareness and self-reflection competence in palliative care. Conclusions: It was possible to find differences and similarities in the top 10 palliative care core competencies from different countries. Thematic synthesis of all the data showed that there were various competencies needed for nursing students to provide quality palliative care.

Effects of the Religious and Spiritual Competencies Training in Brazilian Psychologists: A Pilot Study

Effects of the Religious and Spiritual Competencies Training in Brazilian Psychologists: A Pilot Study

Promoting religious and spiritual competencies in clinical social work: Considerations, potential barriers, and supports.

Promoting religious and spiritual competencies in clinical social work: Considerations, potential barriers, and supports.

Teacher’s Spiritual Competence and Its Implicatioan in Islamic Relgious Education Learning in Pidie, Aceh

Teachers have a great responsibility in education as they help direct spiritual aspects to foster good morals in students. The research examines spiritual competence and its implications for learning Islamic Religious Education in schools in Pidie, Aceh. This research is based on the field study and applied the qualitative descriptive-analytic method. The study subjects were five teachers, four principals, and three students at the scchools in Pidie. Data was collected using interviews, observations, document studies, and focused group dsicussions. The findings showed that the teachers' spiritual competence came from the sincere nature of the teachers in educating students. Such sincerity became the main factor in motivating the teachers to educate sincerely, earnestly, responsibly, and with discipline so that the learning process and the quality of learning could be better. Islamic religious education teachers' spiritual competence has influenced their teaching performance and helped them complete their duties correctly. This spiritual competence also affects the students' morals and enthusiasm to improve their academic achievements. Hence, students have received proper guidance, advice, and role models from teachers in class and extracurricular activities.

Madrasah Principal Change Management in Creating a Superior Madrasah

<p><span lang="EN-US">This research aims to identify the madrasa head's strategy for managing change in creating superior madrasas and to analyze the success of change management in creating superior madrasas. The research method used is descriptive qualitative with data collection through observation, interviews, and documentation. The results of the study indicate that the implementation of change management in madrasahs, especially Madrasah Aliyah (MA) needs to be implemented and the principal plays a key role in the success of leading change in realizing superior madrasahs by implementing change management, including Awareness, namely motivation and monthly meetings; Desire, namely a personal approach and giving rewards; Knowledge, namely discussion and socialization activities; Ability, namely workshop activities; and Reinforcement, namely monitoring and controlling. Indicators of superior madrasahs include Input, namely the acceptance of new students; Process, namely teacher abilities, learning facilities, curriculum, learning methods, extracurricular activities, and cooperation networks; and Output, namely intellectual competence, emotional competence, and spiritual competence.</span></p>

Competence of Islamic Religious Education Teachers in the Era of Globalization: Multi Case Studies at State Senior High School in Palu City, Indonesia

The influence of globalization has occurred in various aspects of human life, including social, cultural, economic, political, and even educational aspects. The Role and duties of Islamic religious education teachers must be performed with qualified competence. This study examines the competency of Islamic spiritual education teachers in three State Senior High Schools in Palu City. This research used a qualitative approach with a multi-cases study design. Data collection techniques were carried out through direct observation, in-depth interviews, and written material analysis. The results of this study show that the competence of Islamic religious education teachers in three State Senior High Schools in Palu City is good, especially in personality competence, social competence, leadership competence, and spiritual competence. However, there are still several Islamic religious education teachers who need to improve in using information technology in teaching. The teacher's competency has affected the formation of students' character or attitudes, both social and religious. Islamic religious teachers' competency needs to improve in pedagogic and professional job performance, which affects the teaching quality.