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A grounded theory of spiritual development within holistic professional formation in undergraduate nursing students
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Purpose: To explore how undergraduate nursing students from different academic years experience and describe their spiritual development, and to explain how this process contributes to holistic professional formation. Design: A qualitative grounded theory study informed by Corbin and Strauss was conducted. Methods: Twenty-one undergraduate nursing students from different academic years participated in semi-structured interviews, and 11 of them also completed reflective online diaries. Data collection and analysis were conducted concurrently using constant comparative analysis. Ethical approval was obtained. Findings: Spiritual development emerged as a meaning-oriented process situated within holistic professional formation, characterized by a movement from externally guided reassurance toward internally grounded meaning-making. Emotionally demanding clinical experiences disrupted students’ assumptions and generated uncertainty. When supported through reflection and relational engagement, these experiences contributed to self-awareness, internal grounding, and students’ capacity for presence, compassion, and engagement in care. Conclusions: Findings challenge the assumption that clinical exposure alone supports students’ spiritual development. The MAMA–BEAR model offers a substantive grounded theory explaining how academic and clinical environments may support spiritual development as part of holistic professional formation, with implications for curricula, educator preparation, and whole-person care.
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Grounded theory Holistic nursing Nursing education Nursing students Spiritual development Spirituality
Contexto Educativo
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SAGE Publications Inc.