Nursing focuses on improving individuals' overall well-being through a holistic approach that includes spiritual care, which is key for fostering compassionate relationships and addressing patients' spiritual needs. Despite its importance, challenges remain in integrating spiritual care into patient care, and little is known about how nursing students perceive and acquire spiritual care competencies during their education. This meta-synthesis aims to interpret and synthesize qualitative evidence on the learning process of spiritual care competencies among nursing students. Searches in six databases were conducted. The Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) was used to guide this review. A total of 1248 studies were screened. Inclusion criteria were: qualitative studies published between 2013 and 2023 in Spanish and English languages, and undergraduate nursing students as participants. The quality of the (n=12) identified studies was evaluated using the Consolidated Criteria for Reporting Qualitative Studies (COREQ) checklist. A total of (n=11) studies were analysed using two-step metasynthesis procedures and following Sandelowski and Barroso's (2007) methodology. A total of 686 undergraduate nursing students participated in the studies included in this meta-synthesis. The findings were synthesized into three categories: (1) Approach to Spirituality: back-and-forth actions between theory, care, and self-awareness, (2) From the Known (Intrapersonal-Interpersonal) to the Unknown (Transpersonal) and (3) Knowing how to be, knowing how to do, and knowing how to be present in spiritual care. One meta-theme emerged: 'Personal and Professional Transformation in the Provision of Spiritual Care: The Journey of Nursing Students Towards Holistic and Empathetic Practice'. Nursing students' understanding of spiritual care is influenced by their personal, cultural, and religious backgrounds. However, there is a lack of formal spiritual care education. Acquiring spiritual care competencies is crucial for delivering holistic care, emphasizing the need for enhanced education in both undergraduate nursing programs and continuing professional development.

High-fidelity simulation is an educational technique that utilizes advanced technology and realistic clinical scenarios to replicate real-life situations, offering students a safe and immersive environment to practice and enhance their skills. A quantitative experimental study with a pretest–posttest single-group design was conducted, where 143 first-year undergraduate nursing students (n = 143) participated in a simulation program focusing on spiritual care. The response rate was 49.5%, calculated as the number of students who completed the questionnaire (143) divided by the total number of students approached (289). The pretest and posttest were conducted one month apart. The Spirituality and Spiritual Care Rating Scale (SSCRS-Sp) was used to assess changes in students' spiritual competencies before and after the simulation. Results indicated significant improvements in students' perceptions of spiritual care, suggesting that simulation is an effective method for enhancing spiritual competencies.

Aim: To investigate nursing/midwifery students, Clinical Mentors, Link Teachers and Head Nurses experiences within “Dedicated Education Unit” model in 6 European clinical placements and analyse the necessary elements for a powerful clinical learning environment.Design: A multi‐country, phenomenological, qualitative study.Methods: Focus group interviews were performed to identify the personal and organizational factors of importance for students and nurses/midwives.Results: Data analysis produced 4 main themes (1) Clinical placement organization, (2) students' clinical knowledge and skill acquisition, (3) students, and nurses/midwives' experiences within the DEU model and (4) factors for creating an effective learning environment.Conclusions: A close educational‐service collaboration, a realistic clinical placement planning, a focus on student learning process and an investment in professionals’ education and development among others, are elements to set up a powerful clinical learning environment.Implications for the profession: It is considered advisable and urgent to improve the working conditions of nurses/midwives and the learning environments of students as a strategy to alleviate the global shortage of nurses and respond to the increasingly demanding health needs of the population.Impact: Due to the close relationship between students’ learning and features of the clinical environment nurse educators seek innovative models which allow students to manage patient care and their transition to professional practice. To implement new learning strategies, identifying students, nurses and midwives perceptions and suggestions is a powerful information to evaluate implementation process and outcomes.Public Contribution: Our findings could help academic and clinical managers to meet the human and organizational requirements to create a successful learning environment in every student placement.

En el contexto del Espacio Europeo de Educación Superior, la preocupación de las instituciones implicadas, así como sus objetivos, se dirigen a fomentar una universidad del aprendizaje, dando un giro de 180º al predominante enfoque centrado en la enseñanza, tal y como se ha presenciado durante siglos. Actualmente, se postula por un aprendizaje centrado en el estudiantado, el cual adquiere mayor responsabilidad y autonomía en el proceso y se involucra en el desarrollo del pensamiento crítico mediante estrategias de aprendizaje activo con un enfoque reflexivo [Fragmento de texto].

To adapt and validate the Spanish version of the Spirituality and Spiritual Care Rating Scale (SSCRS-Sp) for nursing students, ensuring its psychometric reliability and suitability for assessing perceptions of spirituality and spiritual care in educational contexts. Spirituality and spiritual care are key aspects of holistic nursing, yet they remain insufficiently integrated into nursing education. Valid and reliable tools are required to evaluate students' understanding and attitudes, especially in Spanish-speaking populations. An observational, descriptive, cross-sectional study following STROBE guidelines. The study was conducted in two phases. Phase one involved adapting the SSCRS-Sp from a validated version for nursing professionals, including expert review and a pilot test with 34 students to ensure content validity and cultural relevance. Phase two included a psychometric evaluation with 435 first-year nursing students from two Spanish universities. Structural validity was tested using confirmatory factor analysis (CFA) and reliability assessed through Cronbach's alpha, McDonald's omega and Guttman's lambda 6 coefficients. CFA confirmed the original four-factor model (Spirituality, Spiritual Care, Religiosity, Personalized Care). Internal consistency was acceptable (α = 0.72; ω = 0.82; λ₆ = 0.80), though the Personalized Care subscale showed lower reliability (α = 0.43). Students reported moderate perceptions of spirituality and spiritual care. The SSCRS-Sps is a valid and reliable instrument for evaluating nursing students' perceptions of spirituality and spiritual care, supporting educational improvements and future longitudinal research.