Chaplain development in Clinical Pastoral Education (CPE) in healthcare settings in England: A mixed methods study.

Autor: Szilagyi C; Rush University, Chicago, IL, United States of America.; Transforming Chaplaincy, Chicago, IL, United States of America.; KU Leuven, Leuven, Belgium., Newitt M; Free Churches Group, London, United Kingdom.; Sheffield Teaching Hospitals NHS Foundation Trust, Sheffield, United Kingdom.; St Luke's Hospice, Sheffield, United Kingdom., Nuzum D; University College Cork, Cork, Ireland.; Association of Clinical Pastoral Education, Ireland.
Jazyk: angličtina
Zdroj: PloS one [PLoS One] 2024 Sep 11; Vol. 19 (9), pp. e0310085. Date of Electronic Publication: 2024 Sep 11 (Print Publication: 2024).
DOI: 10.1371/journal.pone.0310085
Abstrakt: Background: Clinical Pastoral Education (CPE) is the predominant specialised training for healthcare chaplains in several national contexts. CPE is spiritual care education that uses experiential and action-reflection learning methods to train diverse participants. However, CPE is not established for chaplaincy training in England. Currently, chaplaincy education in England lacks standardisation, leading to inequalities in entry into the profession and inconsistent training and career pathways. CPE has the potential to address these issues. We examined changes associated with participating in CPE and participants' perceptions about their learning experience. We sought to evaluate the effectiveness of CPE as a viable chaplaincy education model in healthcare settings in England.
Methods: Convergent mixed methods involved pre-post surveys and focus group sessions to examine the experiences and development of seven chaplains, with diverse experience levels and backgrounds, who participated in the pilot CPE unit in NHS England. We integrated thematic analysis and survey results.
Results: We identified four overarching themes: Development pathways, Catalysts for development, Advantages of CPE for chaplaincy education, and Experiences with CPE course structure. Participants developed along various pathways: confidence, reflective practice, emotional intelligence, listening and attending skills, diversity in chaplaincy care, and spiritual assessment. Survey results confirmed several themes, indicating gains in chaplaincy capabilities, emotional intelligence, and counselling self-efficacy. Participants emphasised the advantages and effectiveness of the CPE model.
Conclusions: Quantitative and qualitative findings converged to provide rich evidence that CPE generated personal and professional development, improving chaplaincy practice. General learning pathways moved from personal development, through the interpersonal learning context, and translated into chaplain competency. Participants endorsed CPE, as a robust and effective training model for chaplaincy in the English context, for those entering the profession and experienced chaplains alike. We conceptualised preliminary models for chaplain development and learning pathways in CPE that need validation and refinement by future research.
Competing Interests: The authors have declared that no competing interests exist.
(Copyright: © 2024 Szilagyi et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.)
Databáze: MEDLINE
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