INNOVATIVE APPROACHES TO TEACHING ABOUT RELIGION AND SPIRITUALITY IN HEALTHCARE STUDENTS. Fazilah Twining and Stephen Garvey.

Slides:

Advertisements

Similar presentations

Stage One: Registrant Mentor, (N.M.C., 2006).

Advertisements

Our roles and responsibilities as GPs

Developing Our Leaders – Creating a Foundation for Success

“The GMC aims to encourage a culture where the patient and public perspective is sought and recognised across the spectrum of medical education” Paragraph.

Definitions Patient Experience Patient experience at NUH results from a range of activities that all impact upon patient care, access, safety and outcomes.

NICE Guidance and Quality Standard on Patient Experience

Patient Rights and Confidentiality. Inform Patient of their Rights  Upon admissions  Written information available in English and Spanish  Non-English.

NMAHP – Readiness for eHealth Heather Strachan NMAHP eHealth Lead eHealth Directorate Scottish Government.

Co-Teaching as Best Practice in Student Teaching Conclusion 1.

ALERT TM ALERT™ in the pre-registration nursing curriculum at Bucks New University.

“Meeting Educational requirements for a Community Matron/Case Management role from a HEI’s Perspective” Vicky Kaye Senior Lecturer Primary Care.

OUR HEALTH, OUR ACTION Tandrusti Research Findings Iram Naz (WEA Project Researcher)

Aspirus Core Values Defining who we are.. Aspirus Core Values Defining Who We Are Values clearly define the behaviors we choose. –They are what we hold.

Person Centred Care in Haemodialysis M Wilkie, T Barnes, R Palmer, M Winfrow and the Y & H Shared HD Care team.

The purpose of this Unit is to enable individuals to develop the key principles, values and attitude which are central to high quality care practice Key.

Workplace Health A Model of Worklife Michael P. Leiter, PhD COR&D Acadia University.

The nature of SDM in mental health Emma Kaminskiy PhD Student Faculty of Health and Social Care.

Rehabilitative care approach in a specialist palliative day care centre: a study of patient’s perspectives Author: C.A. Belchamber October 2003.

MUSC Nursing’s Professional Practice Model and Care Delivery System

Manchester Medical School Clinical Communication in the Undergrad Programme Dr N Barr Co-Lead for Clincial Communication.

Forerunner Projects Overview. Four projects: 1.ITEC – Intelligent Technologies Enhancing Communication. 2.Mentorship Skills: Development of an innovative.

Using a Board game to enhance mentor engagement within nurse education in practice settings Jo Hirdle and Belinda Humphries University Practice Learning.

The Texas Board of Nursing DECs

T group Training Same as sensitivity training How do others perceive me? How do my actions effect others? What is my leadership style? Done in small groups.

Presented By Sheila Lucas Ferris State University NURS 511

Foundation Modules (FOM 011, 013, 014) FOM Team.

Mentor Update 13/14 University Campus Suffolk. Mentor Update:  Embedding NHS values   Review of new NMC Competencies  2013 Nursing Curriculum  Facilitating.

Reflective Practice in Nursing & Cultural Competency Education Yolanda Ogbolu, PhD, CRNP-Neonatal Assistant Professor & Deputy Director Office of Global.

Why Simulation Offers patient care experiences to the novice that are rare and risky for them to participate in. High acuity patient levels Shortened patient.

SOLSTICE Conference th & 5 th June 2015 Tell me and I forget, teach me and I may remember, involve me and I learn (Benjamin Franklin) Judith Ball,

Module 3. Session DCST Clinical governance

OUR MODULES A Virtual On-line Institute of Interprofessional Education P. Solomon 1, S. Baptiste 1, P. Hall 2, R. Luke 3, C. Orchard 4, E. Rukholm 5, L.Carter.

Chinese Medical Professionalism Forum-Beijing, China October 16, 2009.

From Competencies to Outcomes: Nursing Care of Older Adults Christine Mueller, PhD, RN, FGSA, FAAN Professor, University of Minnesota, School of Nursing.

B Nurse 2011 Curriculum. Programme Management Team Programme Director Programme Director: Geraldine Lyte Deputy Programme Director: Elizabeth Lee Woolf.

Aboriginal Family Holiday Program: Promoting Health and Wellbeing Aboriginal people view health holistically. To them it includes social, emotional, physical,

Preparation for Improved Psychological Care Sue Chambers Senior Lecturer, Staffordshire University.

ENHANCING PATHWAYS INTO CARE MANCHESTER. KEY RECOMMENDATIONS FROM MANCHESTER MENTAL HEALTH AND SOCIAL CARE TRUST Data collection: – ensure consistency.

Comparing the Codes of Ethics and Conduct in: Law Nursing Accounting Teaching Lea McWhae Helen Platell Sandra Rincon Jordan Smith.

 Gaming is an instructional strategy, that can involve a patient in a teaching and learning process. The goal for the learner is to acquire new knowledge.

Class One Stephen Tedesco EDUC-4138  24 hrs of Instruction (Fall Only)  6 hrs of Instruction focused on Technology Online Resources SMART Board ePortfolios,

+ End-of-Life Care in the ICU: The Impact of Nursing Care on the Spiritual and Religious Needs of Patients and Families.

Integrated Health/Behavioral Health Competencies in SMH Melissa George MHEDIC May 2015.

Spiritual Health Nursing Fundamentals NURS B20 Nursing Fundamentals NURS B20.

Role of professional nurse Rawhia Salah 2015/2016 Introduction to Nursing profession

Better Care Better Health Better Life Leadership Framework The Leadership Framework is based on the concept that leadership is not restricted to people.

Cum Scientia Caritas Compassion empowered with Knowledge and can we teach it? Vijay Nayar Autumn Seminar September 2015.

International Council of Nurses Code of Nurses. The fundamental responsibility of the nurse is fourfold: "to promote health, to prevent illness, to restore.

Core Competencies for Creating Interprofessional Educational Exercises.

Standards and Competencies for Cancer Chemotherapy Nursing Practice in Canada: CANO/ACIO AN INTRODUCTION.

HEALTH AND CARE STANDARDS APRIL Background Ministerial commitment 2013 – Safe Care Compassionate Care Review “Doing Well Doing Better” Standards.

Interprofessional Education: Second Life, SPICE, and the Quest for Meaningful IPE Clinton Pong, MD Amy L. Lee, MD Tufts University School of Medicine.

Be the difference, Make the difference. Health care support workers (HCSW) are at the fore front of nursing care, and can promote dignity, respect and.

A conceptual framework is described as a group of concepts broadly defined and systematically organized to provide a focus, rationale, and tool for the.

TES (training, education, support) Presented by: John Chiocchi, Paula Slevin, Mark Sampson,

ETHICAL ISSUES IN HEALTH AND NURSING PRACTICE CODE OF ETHICS, STANDARDS OF CONDUCT, PERFORMANCE AND ETHICS FOR NURSES AND MIDWIVES.

Patient Education.

Protocol for Developing Spiritual Competencies in Dietetic Practice

Wisconsin’s Social Emotional Learning Competencies

Development of Inter-Professional Geriatric and Palliative Care Clinic

Person Centred Care in NHS Wales

The importance of emotional learning within communication between the staff Project Number: RO01-KA

Pleased to be sharing the next step in the implementation of the 2020 Workforce Vision with you today The Implementation Plan has been developed.

Development of Inter-Professional Geriatric and Palliative Care Clinic

Developing an FY1 post in a Crisis Resolution & Home Treatment Team

Building Capacity for Quality Improvement A National Approach

OSCE Interest group 3rd April 2009 Barry Ricketts

Client’s Rights & Choices

Best Practice In Spiritual Care Education; Finding A Way Forward

Presentation transcript:

INNOVATIVE APPROACHES TO TEACHING ABOUT RELIGION AND SPIRITUALITY IN HEALTHCARE STUDENTS. Fazilah Twining and Stephen Garvey

PLAN What was the innovation? How the innovation began Why does Spirituality and Religion need to be taught to healthcare students? Research informed teaching

WHAT WAS THE INNOVATION? Cross-discipline teaching session Approaches to Spiritual Assessment in Mental Health and Dietetics What does spirituality mean to you? Group activities with case studies PhD studies: Spirituality from different perspectives Positive response from students

HOW IT ALL BEGAN European Conference on Religion, Spirituality and Health, Malta, 2014.

WHY DOES SPIRITUALITY NEED TO BE TAUGHT? NMC pre-registration standards DH Policy: Religion and Health To improve students confidence when engaging in all aspects of holistic care

WHAT DOES SPIRITUALITY MEAN TO PEOPLE WITH MENTAL HEALTH PROBLEMS? Qualitative study - IPA Interviewed people from a BME background Data Analysis Initial findings - quotes Spiritual assessment is not for everyone

DEVELOPING SPIRITUAL COMPETENCIES IN DIETETIC PRACTICE Increasing burden of long term conditions involving dietetic care To ensure that patients are treated with dignity, compassion and respect a whole person approach to dietetics is needed. Research in dietetics is limited – Nursing and psychiatry leading the field Developing competencies in spiritual care to underpin innovative teaching tool

DEVELOPING SPIRITUAL COMPETENCIES IN DIETETIC PRACTICE What do the competencies look like? Are these related to dietetic practice? Cross sectional survey to be undertaken to assess whether the competencies identified relate to current dietetic practice

DEVELOPING SPIRITUAL COMPETENCIES IN DIETETIC PRACTICE Educational board to develop competencies in spiritual care A non threatening environment in which a learner can engage in an experientially to critically assess their understanding, gain insight and reflect. Developing, implementing and evaluating an educational board game to develop awareness of use of self, spiritual process, assurance and quality expertise. Evaluation in OSCE style simulated consultations with subtle references to patients R/S health pre and post intervention Validated tools used to assess students own R/S well being pre and post intervention

CONCLUSION More student feedback Invite a small group of Dietetics students to participate in the session

1. Integration of both patient and HCPs for shared decisions 2. Searching for meaning of illness and the acceptance thereof 3. Trust – maintaining this relationship with patient, family and HCPs 4. Communication with patients and multidisciplinary teams (MDTs) 5. Delivering 4 aspects of spiritual care; assessment, planning, implementation and evaluation. 6. Consideration and respect for ethical issues and confidentiality. 7. The delivery of holistic care – emotional,