靈性照護課程、靈性自我察覺、靈性照護態度與靈性照護能力之相關性-以某學院護理學群碩士生為例

論文名稱(中/英文)	研究生	指導教授
靈性照護課程、靈性自我察覺、靈性照護態度與靈性照護能力之相關性-以某學院護理學群碩士生為例 The relationships between spiritual care course, spiritual awareness, spiritual care attitude, and spiritual care ability	賴思潁	高美玲博士
[ 摘要 ]
本研究的目的在探討影響護理學群之碩士層級學生的靈性照護能力之相關因素以及接受過靈性照護課程學生的感受與臨床運用的情況。研究方法採問卷調查法與深度訪談法進行，研究對象為某學院護理學群之碩士生，問卷調查共回收150份（68.18%），深度訪談七位接受過靈性照護課程的學生。問卷調查採自填式結構問卷為研究工具，問卷包含「基本人口變項」、「靈性自我覺察量表」、「靈性照護實務問卷」及「宗教篤信度量表」，問卷採翻譯與回覆翻譯法並經由四位專家審核效度及20位碩士生進行預試後才正式施測，Cronbach’s α分別為.94、.91、.81及.85；量性資料分析方法包括描述性統計、t檢定、Mann-Whitney 檢定、Kruskal-Wallis檢定、皮爾森積差相關分析及階層迴歸分行等進行檢測。深度訪談所收集資料則採內容分析法歸納整理。研究結果發現：研究參與者的靈性自我覺察平均是3.975、靈性照護態度平均為25.09、提供靈性照護的頻率平均為54.39及自覺靈性照護能力平均則是35.28；有無宗教信仰在靈性自我覺察有顯著差異；不同宗教篤信度於靈性自我覺察程度、靈性照護態度、提供靈性照護的頻率以及自覺靈性照護能力皆有顯著差異；參與靈性照護研習會及接受靈性照護課程在靈性照護態度、提供靈性照護的頻率及自覺靈性照護能力有顯著差異；年齡及工作總年資與提供靈性照護的頻率呈現正相關；缺乏靈性照護相關的知識、缺乏時間、缺乏靈性照顧經驗等為影響執行靈性照護之原因；接受過靈性照護課程之感受有：增加靈性的自我覺察、了解並尊重個案的宗教需求、實際提供靈性照護、重視、肯定及分享靈性照護以及改變個人的行為與態度；目前在臨床上運用靈性照護有：運用靈性評估、提供的靈性照護措施有傾聽、陪伴、協助個案尋求靈性相關資源以及尊重個案的宗教需求，藉由宗教儀式或活動來傳遞靈性照護。本研究建議國內護理學校應要開設靈性護理相關課程，定期舉辦靈性照護相關的研習會，護理臨床實務中能夠增加靈性評估並以案例來提供靈性照護教學，俾能提昇護理人員靈性自我覺察與靈性照護能力。
[ Abstract ]
The purposes of this study are to explore factors related to spiritual care ability and experiences of the students who have taken spiritual care course. Data were collected by structured questionnaires and face-to-face semi-structured interviews. A sample of 150 master students was recruited from the nursing related institutes of one school, and seven students were interviewed after completing spiritual care courses. The questionnaires consist of the Spiritual Perspective Scale (SPS), the Spiritual Care Practice Questionnaire, the Intrinsic/Extrinsic-Revise Scale (I/E-R Scale), and selected demographic data. As there was no Chinese version for these questionnaires, I use the method of translation and back translation to validate expert contents and test the reliability with Cronbach α. Furthermore, the quantitative data was analyzed by descriptive statistics, Independent-Samples t Test, Mann-Whitney test, Kruskal-Wallis test, Pearson product-moment correlation, and hierarchical multiple regression. Moreover, qualitative data was analyzed by content analysis. The research findings are stated as follows: the mean scores of the spiritual self-awareness, spiritual care attitude, current spiritual practice and perceived spiritual care ability were 3.975, 25.09, 54.39, and 35.28, respectively. There was a significant difference in spiritual self-awareness, spiritual care attitude, current spiritual practice and perceived spiritual care ability among various religious orientations. There was also a significant difference in spiritual care attitude, current nursing practice and perceived spiritual care ability between those who have taken spiritual care seminars/courses and those who have not taken spiritual care seminars/courses. The most common reasons influencing the spiritual care ability were lack of knowledge, lack of time, and lack of experience in providing spiritual care. The participants reported various impacts in taking the spiritual care courses. There are: (a) increasing spiritual self-awareness; (b) understanding and respecting the religious demand for the case; (c) enhancing their own spiritual care ability, (d) emphasizing, affirming and sharing spiritual care, and (e) changing the personal behavior and attitude. The common spiritual care strategies in clinical practice used by the participants include: providing spiritual assessment, presenting, empathic listening, and referring to clergies or social workers. This study highlights a need for spiritual care courses/seminars in the nursing education programs.