Barriers to Integration of Spirituality and Spiritual Care in Occupational Therapy Education in a South African context
Integration of spiritual aspects in teaching and learning is very important for educators and students. The study explored the barriers impeding the integration of spirituality and spiritual care in occupational therapy education in a South African context. An exploratory-descriptive study employing...
| Authors: | ; ; |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Routledge
[2017]
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| In: |
Journal of spirituality in mental health
Year: 2017, Volume: 19, Issue: 1, Pages: 61-79 |
| RelBib Classification: | AE Psychology of religion AH Religious education KBN Sub-Saharan Africa |
| Further subjects: | B
Spirituality
B Education B Barriers B Spiritual care B occupational therapy |
| Online Access: |
Volltext (Verlag) |
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| 245 | 1 | 0 | |a Barriers to Integration of Spirituality and Spiritual Care in Occupational Therapy Education in a South African context |c Thuli Godfrey Mthembu (Department of Occupational Therapy, University of the Western Cape, Bellville, South Africa), Lisa Wegner (Department of Occupational Therapy, University of the Western Cape, Bellville, South Africa), and Nicolette Vanessa Roman (Department of Social Work, University of the Western Cape, Bellville, South Africa) |
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| 520 | |a Integration of spiritual aspects in teaching and learning is very important for educators and students. The study explored the barriers impeding the integration of spirituality and spiritual care in occupational therapy education in a South African context. An exploratory-descriptive study employing focus group discussions was conducted with purposive sample of 29 occupational therapy students and 9 educators. Thematic analysis was used in this study. Themes emerged from the present study which identified the barriers to spirituality and spiritual care included barriers to teaching spirituality in the classroom; barriers to spirituality in fieldwork practice and barriers to spirituality at personal level. | ||
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