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.
|Title of host publication||Spiritually Competent Practice in Health Care|
|Editors||John Wattis, Stephen Curran, Melanie Rogers|
|Number of pages||16|
|ISBN (Print)||9781498778428, 9781138739116|
|Publication status||Published - 14 Aug 2017|
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- Department of Allied Health Professions, Sport and Exercise - Senior Lecturer
- School of Human and Health Sciences
- Centre for Applied Research in Health - Member