Abstract
D.Cur.
In spite of the philosophical and holistic nursing care that defines the nursing profession, the spiritual dimension of caring is ignored in nursing practice. Some of the nurses lack humanity, are rude, and exhibit no compassion in their nursing care.
The purpose of the study was to describe a model to facilitate spirituality in nursing education and to describe the guidelines to operationalise the model to facilitate spirituality in nursing education. A qualitative, explorative, descriptive, and contextual research design for theory generation was used to describe a model to facilitate spirituality in nursing education with guidelines for its operationalisation. Theoretical validity was ensured. Phase 1 dealt with exploration and description of the meaning of spirituality in nursing education. The results of phase 1 provide a conceptual map to direct the data collection in phase 2. Phase 2 focused on the exploration and description of the perceptions of fourteen purposively selected nurse educators regarding how spirituality can be facilitated using semi-structured interviews. Content data analysis was used with matrixes to provide meaningful themes and sub-themes. Trustworthiness was ensured by four criteria of credibility, transferability dependability and confirmability. Ethical considerations were described.
Four major themes emerged with their sub-themes in accordance with the three identified questions from concept analysis as follows: The main theme on interconnectedness/relatedness was the philosophy of Ubuntu demonstrated by values and value clarification, effective communication, interpersonal relationships, self-empowerment and therapeutic use of self as its sub-themes. The second theme was interactive engagement learning approaches demonstrated by problem-based learning, reflective learning, collaborative learning and community outreach projects. The main theme on facilitation of spirituality through reverence was deep respect of self, others, environment and professionalism as demonstrated by modelling values and multicultural competence. The main theme on the question on the use of higher order thinking was cognitive and affective disposition demonstrated through critical, creative, reflection and innovative skills...