Nursing Chapter 41 Homework Spiritual And Religious Beliefs Play Significant Role

• Have the students provide definitions for the

following words: faith, courage, cheer, and

hope.

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Concepts for Lecture

1. Spirituality refers to that part of being human that seeks meaningful-

ness through intra-, inter-, and transpersonal connection. It generally

involves a belief in a relationship with some higher power, creative

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Compare and contrast spiritual needs, spiritual distress, and spiritual health.

Concepts for Lecture

1. Spiritual distress refers to a challenge to the spiritual well-being or to

2. Some factors that may be associated with or contribute to an indi-

vidual’s spiritual distress include physiological problems, treatment–

3.

NANDA offers the following as defining characteristics of spiritual

distress: expresses lack of hope, meaning and purpose in life, forgiveness

of self; expresses being abandoned by or having anger toward God;

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SPIRITUALITY

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• Invite leaders of various faiths to discuss spir-

itual distress they have seen in individuals

experiencing illness and measures they use to

help people through these periods of distress.

• Invite a member of the agency’s chaplain’s

spiritual distress while hospitalized.

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Appreciate spiritual development by describing spiritual developmental

issues of childhood and aging in particular.

Concepts for Lecture

1. Just as individuals develop physically, cognitively, and morally, in-

dividuals also develop spiritually.

2. The period from age 3 to 7 years is a fantasy-filled, imitative phase

when the child can be influenced by examples, moods, and actions.

3. From age 7 to 12 years, and even into adulthood, the child is

attempting to sort fantasy from fact by demanding proofs or demon-

4. By adolescence, experience of the world is beyond the family unit

and spiritual beliefs can aid in understanding of the extended envi-

5. Young adulthood is characterized by development of a self-identity

and worldview differentiated from those of others. Young adults

6. During mid-adulthood, the individual has newfound appreciation for

the past, increased respect for one’s inner voice, and more awareness

7.

By mid- to late adulthood, the individual is able to believe in, and live

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Describe the influence of spiritual and religious beliefs and practices that can

have an impact on a client’s health care: holy days, sacred texts, prayer and

meditation, diet, healing, dress, birth, and death.

Concepts for Lecture

1. Clients frequently identify religious practices such as prayer as

important strategies for coping with illness.

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• Have the students interview adults of different

age groups, asking each to discuss the mean-

ing of spirituality and religion and the im-

portance of each in their lives. Compare and

contrast findings.

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• Invite a panel of religious leaders from various

faiths to describe the religious practices

relating to birth, illness, and death practiced

by members of their faith.

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• Discuss the agency’s policies relating to

• Have students present examples of spiritual

2. Many religions have laws or traditions that dictate dress. Some reli-

gions require that women dress in a conservative manner. Hospital

3. Prayer is a spiritual practice; for many, it is also a religious practice.

Some religions require daily prayers or dictate specific times for

prayer and worship. People who are ill may want to continue or

4. For most religions, the birth of a child is an important event giving

cause for celebration. Many religions have specific rituals or cere-

monies that consecrate the new child to God. When nurses are aware

5.

Spiritual and religious beliefs play a significant role in the believer’s

approach to death. Some religions have special rituals surrounding dying

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Describe methods to assess the spiritual and religious preferences, strengths,

concerns, or distress of clients and plan appropriate nursing care.

Concepts for Lecture

1. Data about a client’s spiritual beliefs are obtained from the client’s

2. All clients can be asked a general question or two such as “What

spiritual beliefs or practices are important to you now while you live

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• Have the students role-play the assessment of

spiritual needs using either the Assessment

Interview in the textbook or the acronym

FICA.

• Describe how the agency assesses the spiritual

needs of the client.

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to a more thorough spiritual assessment (see Assessment Interview:

Spirituality).

3. During clinical assessment, clues to spiritual and religious prefer-

ences, strengths, concerns, or distress may be revealed by one or

4. In the planning phase, the nurse identifies interventions to help the

5.

Planning in relation to spiritual needs should be designed to do one or

more of the following: help the client fulfill religious obligations; help

the client draw on and use inner resources more effectively to meet the

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Describe nursing care/therapeutics to support and promote clients’ spiritual

health.

Concepts for Lecture

1. Numerous nursing actions are available to help clients meet their

spiritual needs. Although nursing therapeutics that enhance spiritual

health are diverse, some of the most common and most desired

listening with full awareness of the privilege of doing so, and being

there in a way that is meaningful to another individual.

Nurses need to consider specific religious practices that will affect

nursing care. Practice Guidelines: Supporting Religious Practices lists

ways to support clients. These guidelines include: create a trusting rela-

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• Have the students discuss how they would

respond if a client asked them to pray with the

client.

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Have each student identify one way to assist the

• Have the students discuss items they would

like to have available to assist clients to meet

spiritual needs (e.g., a small book with inspi-

rational verse, various types of music, or

nature sounds).

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religious practice makes the nurse uncomfortable; and remember that all

clients and their families through the hospital chaplain’s office if one

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Recognize the importance of providing ethical spiritual care.

Concepts for Lecture

1. Using the measurable outcomes developed during the planning

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Describe strategies that can increase a nurse’s own spiritual awareness.

Concepts for Lecture

2. Explore personal end–of-life issues.

4. List significant values.

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• Have the students look up the NOC labels for

outcomes related to spiritual needs.

and the goals/desired outcomes.