How Can Spirituality be Integrated in Undergraduate and Postgraduate Education?

Michael Snowden, Gulnar Ali

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

1 Citation (Scopus)

Abstract

This chapter explores the perceived challenges presented to the educators attempting to incorporate spiritual care within curricula. Although the discussion and solutions presented focus primarily on nursing education, other health and social care professions face similar challenges and consequently the recommendations presented are transferable and applicable to other groups. It is widely accepted that mentoring enhances the learning experience for all participants, and existing literature suggests there is little doubt that peer mentorship will contribute positively to the undergraduate‘s experience in higher education. Two methods are consistent with a heutagogical approach to learning namely: solution-focused learning and mentor-assisted learning. A shift in thinking and practice towards heutagogy will enable the learner, with the support of mentor-assisted learning and a solution-focused approach, to develop space. The learner becomes an architect of their own learning and mentoring enables learners to learn about the nature of understanding and their role in making knowledge, inspiring them to develop their spiritual practice.
Original languageEnglish
Title of host publicationSpiritually Competent Practice in Health Care
EditorsJohn Wattis, Stephen Curran, Melanie Rogers
PublisherCRC Press
Pages71-86
Number of pages16
ISBN (Electronic)9781315188638
ISBN (Print)9781498778428, 9781138739116
DOIs
Publication statusPublished - 14 Aug 2017

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