Introduction

To identify (1) how often and in what settings pharmacy students include spirituality and religion and (2) what factors may influence how often students incorporate spirituality in patient care plans.

Methods

Fourth-year pharmacy students completed a questionnaire defining the frequency and setting of patient care activities that incorporated spiritual beliefs during advanced pharmacy practice experiences. Demographics, prior spirituality and health coursework, and self-identified measures of religiosity and spirituality were collected. Data analysis utilized descriptive statistics with nonparametric exploratory analysis.

Results

Sixty-three students completed the survey (31.7% response rate). While 11% of students asked patients about spiritual needs, 25.4% reported inclusion of spiritual factors in therapeutic plan creation. The general medicine rotation was the most common setting identified. Student frequency of religious service attendance, self-identified religiosity, and self-reported spirituality were associated with perceived importance of asking patients about spiritual needs (P < .05 for all). This did not impact whether students asked about or incorporated these topics (P > .05 for all). Students who did ask about or incorporate spiritual and religious issues had significantly greater comfort in discussing these and referring patients to a chaplain (P < .05 for all).

Conclusions

Students are considering patients' spiritual needs in patient care activities. Greater student spiritual and religious practices positively influenced attitudes toward importance of asking about patient needs but did not influence student-reported behavior in patient care. Results highlight the need for instructors to consider how students' comfort levels and patient care setting influence addressing spiritual concerns.

中文翻译：

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与高级实践轮换期间涉及灵性和宗教性的药学学生与患者相遇的频率、环境和影响因素

介绍

确定 (1) 药学学生多久以及在什么环境中包括灵性和宗教，以及 (2) 哪些因素可能影响学生将灵性纳入患者护理计划的频率。

方法

药学四年级学生完成了一份问卷，该问卷定义了患者护理活动的频率和设置，这些活动在高级药学实践经验中融入了精神信仰。收集了人口统计资料、先前的灵性和健康课程作业，以及宗教信仰和灵性的自我识别措施。数据分析利用描述性统计和非参数探索性分析。

结果

63 名学生完成了调查（回复率为 31.7%）。虽然 11% 的学生向患者询问了精神需求，但 25.4% 的学生报告在制定治疗计划时包含了精神因素。一般药物轮换是最常见的设置。学生参加宗教服务的频率、自我认同的宗教信仰和自我报告的灵性与向患者询问灵性需求的感知重要性相关（ 所有P < .05）。这并不影响学生是否询问或纳入这些主题（ 所有P > .05）。确实询问或纳入精神和宗教问题的学生在讨论这些问题和将患者转介给牧师时会更加自在（ 所有P < .05）。

结论

学生在患者护理活动中考虑患者的精神需求。更大的学生精神和宗教实践积极影响了对询问患者需求重要性的态度，但不会影响学生报告的患者护理行为。结果强调教师需要考虑学生的舒适度和患者护理环境如何影响解决精神问题。