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Implementing Spiritual Care education standard at the Catholic University of Croatia (CUC)

Implementing Spiritual Care education standard at the Catholic University of Croatia (CUC) 24th - 28th September 2018 Malta. Dr. Anto Čartolovni Postdoctoral Research Fellow. Work objectives. Two objectives: Analyse and compare how many competences are already in the curriculum

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Implementing Spiritual Care education standard at the Catholic University of Croatia (CUC)

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  1. Implementing Spiritual Care education standard at the Catholic University of Croatia (CUC) 24th - 28th September 2018 Malta Dr. Anto Čartolovni Postdoctoral Research Fellow

  2. Work objectives Two objectives: • Analyse and compare how many competences are already in the curriculum 2. Improve my teaching of spiritual care with the implementation of the complete spiritual care education standard 3. Adapt our nursing curriculum to the European standardsregarding spiritual education

  3. Spiritual Care teaching Undergraduate: Introduction to Theology (30 hours) Philosophy and ethics of nursing (30 hours) Introduction to Bioethics (30 hours)

  4. Current state of the art • 75% overlap of the existing topics with nine agreed competencies • Needs to be integrated 7. and 8. competence in existing curriculum, and they regard practical tools and skills that are quite new to the Croatian healthcare context. • the entire course of Introduction to Theology regard the third competence, in other words, to be aware of your own spirituality

  5. Current state of the art • Last year within the course Introduction to Theology I’ve introduced two hours of spiritual care in nursing relating to first and ninth competence • Therest of competences such as fourth, second, fifth and sixth can be acquired from several topics consisted in the course Philosophy and ethicsof nursing

  6. Subject topics and related competence

  7. Subject topics and related competence

  8. Obstacles • The obstacles to the implementation of the standard were from the administration perspective and the fact that I did not have any lectures in the second semester to complete the implementation. However, I hope to finish the implementation in the first semester of the upcoming academic year.

  9. Outcomes • The outcomes of the activities were positive verbal feedback from students, and the factors that contributed to them was the application of the real-life scenarios. • One of the undergraduate students has chosen to write her final thesis on spirituality care in a palliative context. (Qualitative study among palliativehead nurses- no awareness about nursesability of spiritual care provision)

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