Affiliation:
1. Institute of Nursing Science and Practice Paracelsus Medical University Salzburg Austria
2. Department of Neurology and Wilhelm Sander ‐ NeuroOncology Unit Regensburg University Hospital Regensburg Germany
3. Institute of Palliative Care Paracelsus Medical University Salzburg Austria
4. Institute for Ethics and Society University of Notre Dame Australia Broadway Australia
Abstract
AbstractAimsTo discuss the construction and use of vignettes as a novel approach in spiritual care research and education.DesignMethods paper.MethodsIn this methods paper, the authors introduce the use of vignettes in spiritual care research and provide insight into the construction of vignettes. The vignette presented was part of a study of neurosurgical nurses' attitudes and responses to the spiritual needs of neuro‐oncology patients. The development process, consisting of four steps, is explained in this paper.ResultsUsing a vignette to explore nurses' attitudes towards spiritual care is an innovative way to understand what behaviours nurses consider appropriate in situations where the patient is seeking meaning and connection. Transparent description of the development process is crucial to ensure reproducibility.ConclusionThe use of theoretically constructed and validated vignettes in spiritual care research is new. Vignettes used in surveys have the potential to elicit nurses' responses to patients' search for meaning and connectedness.ImplicationsIn order to investigate nurses' attitudes and behaviours towards patients' spiritual needs, carefully constructed and validated vignettes are valuable research tools.ImpactVignettes have proven to be a valuable research tool in the social and health sciences. So far, their use as a survey instrument in spiritual care research has not been investigated. Therefore, this method paper introduces vignettes as a novel approach to spiritual care research. Our findings contribute to the further development of vignettes in nursing science, as there are similarities with case development and simulation training in nursing education.Reporting MethodReporting guideline is not applicable.Patient or Public ContributionNo patient or public contribution.
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