The questions
          1. Where was the concept of spirituality visible within the 
          curriculum document (the iteration of the teaching and 
          learning of the pre-registration undergraduate programme)?
          2. Where was the concept of spirituality visible within 
          individual module learning outcomes?
          3. Where was the concept of spirituality visible within the 
          practice learning outcomes?
          Results 1: the curriculum 
          document
          Mapping the curriculum document against the draft spiritual 
          care education standard was undertaken with some interesting 
          results. 
          Competencies 1,3,4,5,6,7,8, and 9 were visible within the 
          curriculum document. Competency 2, however, was not visible. 
          Interestingly, on discussing the curriculum with the programme 
          team, they found the term “existential questions” difficult to 
          understand and interpret. Further, there was some confusion 
          about how this could be tested in practice.
          The following slides give a snap shot of the results from 
          competencies 1, 3, 4 and 5
                           Results 2: The All-Wales 
                           Practice Learning Document
                           The practice learning document is designed for students to be able to 
                           demonstrate the learning in practice in each of their three years.
                           Students are assessed by their mentors in practice and it is the mentors 
                           who determine whether students have passed their clinical practice or 
                           not. The practice learning document is organised into four domains
                           1.   Professional values
                           2.   Communication and interpersonal skills
                           3.   Nursing practice and decision-making
                           4.   leadership, management and team working
                           Each domain is comprised of a generic standard for competence and a 
                           field standard for competence. Students must pass all practice learning 
                           outcomes.
                           As an overview: competencies 1,3,7,8 and 9 were easily found with in 
                           the practice document. 
          Results 3: the module 
          learning outcomes
           The module learning outcomes addressed many of the 
           key words within the Draft Spiritual Care Education 
           Standards. I went through every single module over the 
           three years looking for these keywords.
           Interestingly, spiritual themes were present throughout 
           the modules, even though so little appeared within the 
           practice learning outcomes and the curriculum 
           document itself. 
         Year one. Holism, compassion, cultural 
         factors and person centred care: 
         underpinning the whole of the first year of 
         study
         These elements were present in the 40 credit 
         fundamentals of care module, the first module 
         Also within the society and vulnerability 20 credit module
         And the personal and professional development and 
         nursing practice module 40 credits, the final module in 
         year one.