Search

AbstractThis first-of-its-kind study explored the essential competencies healthcare chaplaincy hiring managers (HCHMs) sought for entry-level healthcare chaplains (HCCs). We conducted qualitative interviews with 16 HCHMs and using reflexive thematic analysis (RTA), developed nine key themes: interpersonal skills, teamwork, knowledge of family and group dynamics, understanding of the healthcare system, professionalism, proficiency in spiritual assessment, effective communication, commitment to lifelong learning, and knowledge of various religious and spiritual beliefs, extending beyond one’s own faith tradition. These themes reflected HCCs roles as healthcare professionals who contribute to patient care, interdisciplinary collaboration, and spiritual leadership responsibilities. The study underscored the need for chaplaincy education to integrate healthcare-specific coursework, interprofessional training, cultural and religious humility, and deeper knowledge of diverse belief systems. Developing and incorporating curriculum standards based on these themes could enhance the readiness of HCCs to deliver comprehensive care and meet the dynamic demands of diverse patient populations within today’s healthcare landscape. [ABSTRACT FROM AUTHOR]

Clinical Pastoral Education (CPE), a training program for spiritual care providers, was adapted to meet the leadership development needs of a group of six healthcare managers. A focus group was conducted with the six participants to learn more about the program and its effects. Using thematic analysis, transcripts of the focus group were analyzed and seven themes were identified. Participants reported that the program facilitated trust and honesty, helped them connect to their emotions, and helped them respond to system-wide changes at work; that learning was facilitated by their connections with their peers in the group and with the facilitator; and that senior leaders' support for the program was key. They also reported that the name and course description were initially unclear and they wanted a follow-up program. This paper describes the program, presents these themes, and places CPE for Leaders in the context of other leadership models. [ABSTRACT FROM AUTHOR]

In 2020, the COVID-19 pandemic forced many Clinical Pastoral Education (CPE) programs to cancel or move online. There is no research about online CPE, and it is unknown how effective it is compared with in-person CPE. Researchers in other related fields have studied online clinical supervision, specifically how technology-assisted supervision affects the supervisory relationship, the development of supervisees' competence and confidence, supervisees' satisfaction, and the overall quality of clinical supervision. This paper presents a review of the scientific evidence about online clinical supervision. It is generally agreed that online clinical supervision is a viable alternative to in-person supervision. More research about online CPE is needed to develop best practices and new accreditation standards that enable CPE supervisors to practice online CPE at the highest level, whether in a pandemic or not. [ABSTRACT FROM AUTHOR]

Chaplains frequently serve on ethics committees, as ethics consultants, and as Institutional Review Board (IRB) members in hospitals. However, little is known about how Clinical Pastoral Education (CPE) residents are trained in ethics and whether this training is appropriate or adequate for chaplains' subsequent work in health care settings. We created a survey to canvas 222 CPE residency programs in the United States accredited by the ACPE: The Standard for Spiritual Care (ACPE) to inquire about the prevalence of ethics curricula within residency programs, the educational structure of ethics curricula, and challenges associated with teaching ethics within CPE. We received a total of 84 responses for a 38% response rate. Of these, three-quarters of the programs had a required ethics curriculum, another 10% were in the process of developing one, and 18% had none. There was a great deal of variability in the ethics curricula among the different programs. Developing guidelines for a standardized ethics curriculum could help healthcare chaplains provide more effective service on ethics committees, as ethics consultants, and as IRB members. [ABSTRACT FROM AUTHOR]

Analysis of Covariance was conducted on quantitative data collected by chaplains from January 2005 to December 2008. Data from 82 Catholic, Jewish, and Protestant chaplains, consisting of 53 CPE students and 29 professional chaplains were used in this study. Overall, chaplains exhibited a statistically significant higher rate of prayer with patients from their own religion (religious concordance) than they did with patients of different religions (religious discordance). There was also an interaction of chaplain religion and religious concordance wherein Protestant chaplains were 50% more likely to pray with Protestant patients than with patients of other religions, and Catholic chaplains were 20% more likely to pray with Catholic patients than with other patients. Chaplains were also significantly more likely to pray with patients of their own gender (gender concordance) than with patients of the other gender (gender discordance).