Abstract Spirituality is foundational to healthcare practice; therefore, incorporating spirituality into healthcare education is essential to training students to treat the whole person to maximize patient outcomes. However, there is not a singularly agreed-upon definition of spirituality or description of how it should be taught within health profession educational programs. The importance of incorporating spirituality into healthcare education is especially relevant for Christian universities that specifically seek to prepare students to integrate their faith with eventual clinical practice. The purpose of this study was to describe how graduate health profession students (i.e., nursing, occupational therapy, pharmacy, and physical therapy) define spirituality and their vision of spirituality’s inclusion in their education. The study used a mixed methods design to survey students in graduate health professions programs and then further refined responses through a focus group. Results indicated most of the participants considered spirituality to be important in their own life; however, there was great variance in the participants’ definitions, indicating spirituality is individualized and personal. Participants also agreed that they would be most interested in opportunities including optional mission trips and discussions on how personal spirituality will influence interactions with clients. Although creating educational programing to fit every student’s individual definition and needs related to spirituality would be challenging, this study identifies several potential activities that can serve as a starting point for integrating spirituality into healthcare education.

中文翻译：

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将灵性融入研究生卫生职业教育

摘要 灵性是医疗保健实践的基础；因此，将灵性融入医疗保健教育对于训练学生对整个人进行治疗以最大限度地提高患者治疗效果至关重要。然而，对于灵性的定义或如何在卫生专业教育计划中教授灵性，并没有一个统一的定义。将灵性融入医疗保健教育的重要性对于专门寻求准备学生将他们的信仰与最终的临床实践相结合的基督教大学尤其重要。本研究的目的是描述卫生专业的研究生（即护理、职业治疗、药学和物理治疗）如何定义灵性以及他们将灵性纳入教育的愿景。该研究使用混合方法设计对研究生卫生专业课程的学生进行调查，然后通过焦点小组进一步完善回答。结果表明，大多数参与者认为灵性在他们自己的生活中很重要；然而，参与者的定义存在很大差异，表明灵性是个性化的和个性化的。参与者还同意，他们最感兴趣的机会包括可选的宣教旅行和关于个人灵性如何影响与客户互动的讨论。尽管创建适合每个学生的个人定义和与灵性相关的需求的教育计划将具有挑战性，