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

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

3. 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

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

5. 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

6. 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

7. 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

8. 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

9. 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

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

11. 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,