Spiritual care competencies in pre-graduate medical and nursing education

Abstract

Abstract Context: Current research in the field of spiritual care (SC) is constantly encouraging pre- and postgraduate training, particularly in medicine and nursing. Several reference frameworks have been produced to support this teaching since the 2000’s. Methods: This narrative review first identifies the spiritual care competencies (SCCs) currently taught during pre-graduate nursing and medical science education in state-of-research studies. The competencies mentioned in the two reference frameworks identified as authoritative are then compared with this current and actual teaching. Specificities of each discipline are highlighted through this comparison. Results: Similar competencies form a mainstream of SC teaching in the literature. For the vast majority, it appears to be a set of transdisciplinary competencies. Intrapersonal spirituality competencies are considered decisive. Some particularities of the medical framework open up a very specific field of reflection, including the role of the physician (identity development) and the meaning (and spirituality) of work. Conclusion: Adding a complement to the competencies reference frameworks that includes identity development would be better suited to sustain students’ inner growth. A common frame of reference for nursing and medical education is conceivable, although the aims of SC in both fields need to be clarified.