Spiritual Care Training Methods in Nursing Students: A Randomized Study

NCT07427667 | Completed DMC

• 2 other identifiers: 09/04/2025-E. 2025/14702026002004083
• Study Type: interventional
• Target: 93
• Locations: 1 country
• Sites: 1

Brief Summary

Study Title Spiritual Care Education in Nursing Students: A Comparison of Lecture-Based and Jigsaw (Collaborative Learning) Methods Why was this study conducted? In nursing, "holistic care" involves recognizing and supporting not only physical but also emotional and spiritual needs. However, nursing students may not always learn enough about how to apply spiritual care in the clinic. This study was conducted to understand whether two different training methods affect students' perspectives on spiritual care and the frequency of their spiritual care practice. Who participated in the study? Fourth-year students studying in the nursing department of a university in Turkey participated. A total of 90 students completed the study: Lecture-based group: 30 people Jigsaw group: 31 people Control group (no training): 29 people Students were providing patient care in the clinic for approximately 24 hours a week during their internship. What was done in this study? Students were divided into three groups using a lottery method. Spiritual care training was given to the lecture group via presentation in the classroom (2 sessions, each approximately 40-45 minutes). In the Jigsaw group, the same content was covered in small groups, with students learning by teaching each other (2 sessions, each approximately 40-45 minutes). The control group did not receive training during the study (they were also given training after the study ended). Measurements were taken three times: Before training (pre-test) 15 days after training (post-test) 1 month after training (retention test) What was measured? Perception of spirituality and spiritual care Frequency of spiritual care practice (how often the student has engaged in spiritual care interventions recently) Nursing care plans prepared by the students (rated out of 100 points) In the Jigsaw group, students' opinions on the method were also measured (Jigsaw opinion scale) What were the findings of the study? Perception of Spiritual Care : Students who received both direct instruction and Jigsaw training showed increased scores after the training. The highest increase was observed in the Jigsaw group. This increase continued after 1 month (persistence). Frequency of Spiritual Care Practice : No significant difference was found among the three groups. In other words, the training did not significantly increase the frequency with which students said they "practiced spiritual care" in the short term. Care Plan Scores: There was no significant difference between the groups (although the average of the Jigsaw group appeared higher, there was no statistically significant difference). Student opinions about Jigsaw: Approximately 48%-77% of students rated the Jigsaw method as "more effective" in various items. In open-ended responses, students found aspects such as information sharing, discussion, and participation positive. What do these findings mean? This study shows that students' perception of spiritual care can be further developed when it is addressed in the classroom not only through lectures but also through interactive methods. However, "increased perception" may not automatically mean "more frequent clinical practice" in the short term. Practicing spiritual care likely requires a clinical setting, guidance/mentoring, time, and practice. Safety/Were there any risks? Since this study was educational, no medical risks/side effects were expected for the participants. Students participated voluntarily and could leave at any time. Ethical approval and confidentiality Permission was obtained from the university's ethics committee for the study (09/04/2025 - E.2025/147). Students were informed and provided written consent. Data was kept confidential. Funding The study was supported by the Recep Tayyip Erdoğan University Development Foundation (02026002004083). Conclusion Both lecture-based and Jigsaw training increased students' perception of spiritual care; Jigsaw had a stronger effect. In contrast, no significant short-term change was observed in the frequency of spiritual care practice. It is recommended that spiritual care training be strengthened with practice-based and longer-term support to facilitate its translation into clinical practice.

Conditions

Spiritual Care

Keywords

Spiritual care; nursing students; collaborative learning

Outcome Measures

Primary Outcomes (1)

• Perception of Spirituality and Spiritual Care

  This outcome measures nursing students' perceptions of spirituality and spiritual care using the Spirituality and Spiritual Care Rating Scale. Higher scores indicate more positive perceptions.

  Baseline (pre-test), 15 days post-intervention (post-test), and 1 month post-intervention (retention test).

Study Arms (3)

Didactic Lecture Group

EXPERIMENTAL

Participants received literature-based spiritual care education delivered as two classroom lecture sessions using PowerPoint presentations. Each session lasted approximately 40-45 minutes.

Behavioral: Spiritual Care Education

Jigsaw Technique Group

EXPERIMENTAL

Participants received the same spiritual care content in two sessions using the Jigsaw cooperative learning technique. Students worked in small groups, formed expert groups by subtopic, and then returned to teach their peers. Each session lasted approximately 40-45 minutes.

Behavioral: Spiritual Care Education

Control Group (No Training)

NO INTERVENTION

Participants did not receive spiritual care training during the study period. They completed the same assessments at comparable time points. After data collection, lecture-based training was offered for educational fairness.

Interventions

Spiritual Care Education BEHAVIORAL

A literature-based spiritual care education program delivered in two classroom sessions using PowerPoint presentations. Each session lasted approximately 40-45 minutes and covered spirituality concepts, spiritual care in nursing, spiritual care interventions, and integration into the nursing process.

Didactic Lecture Group; Jigsaw Technique Group

Eligibility Criteria

• Age: 18 Years+
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64), Older Adult (65+)

You may not qualify if:

• Students who did not provide informed consent.
• Students who previously received formal education/training on spiritual care.
• Students who were not active nursing students during the data collection period.
• Students with incomplete post-test or retention-test data.

Sponsors & Collaborators

• Recep Tayyip Erdogan University: lead

Study Sites (1)

Recep Tayyip Erdoğan University, Faculty of Health Sciences

Rize, 53000, Turkey (Türkiye)

Location

Related Links

• Related Info

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Research Assistant

Model Details: Three-arm parallel-group randomized controlled trial (lecture, Jigsaw technique, and control) with pre-test, post-test, and 1-month retention assessment.

Study Record Dates

• First Submitted: February 14, 2026
• First Posted: February 23, 2026
• Study Start: April 30, 2025
• Primary Completion: August 30, 2025
• Study Completion: November 30, 2025
• Last Updated: February 23, 2026

Record last verified: 2026-02

Data Sharing

• IPD Sharing: Will not share

Locations

TU (1)