Fig 1.
Mixed methods design and data collection.
Fig 1 presents the convergent mixed methods research design, including data collection points and survey instruments. Survey instruments: CCS: Chaplain Capabilities Scale; SREIT: Self-Report Emotional Intelligence Test (SREIT) [26, 27]; CASES: Counselor Activity Self-Efficacy Scales (CASES) (Parts 1 and 2) [28]; NPS: Net Promoter Score. CPE: Clinical Pastoral Education.
Table 1.
Participant characteristics.
Fig 2.
Themes of chaplain development in Clinical Pastoral Education (CPE).
Fig 2 depicts the chaplain Development Pathways in Clinical Pastoral Education (CPE) that were fostered by the Catalysts for Development and the distinct features reflecting the Advantages of CPE for Chaplaincy Education and shaped by Participant Experiences with CPE Course Structure. Asterisks (*) denote qualitative themes confirmed by quantitative survey data.
Fig 3.
Development pathways in Clinical Pastoral Education (CPE).
Fig 3 provides themes and subthemes with exemplary quotes regarding Development Pathways in Clinical Pastoral Education (CPE). Asterisks (*) denote qualitative themes confirmed by quantitative survey data.
Fig 4.
Confidence development in Clinical Pastoral Education (CPE).
Fig 4 provides a joint display comparing qualitative themes with exemplary quotes and survey results with Chaplain Capabilities Scale mean scores. The 14-item CCS was developed by the authors and was informed by the Spiritual and Religious Care Capabilities and Competences for Healthcare Chaplains by the UK Board of Healthcare Chaplaincy [31] and the ACPEI CPE Learning Outcomes [13].
Fig 5.
Reflective practice development in Clinical Pastoral Education (CPE).
Fig 5 provides a joint display comparing qualitative themes with exemplary quotes and survey results with Chaplain Capabilities Scale (CCS) mean scores. The 14-item CCS was developed by the authors and was informed by the Spiritual and Religious Care Capabilities and Competences for Healthcare Chaplains by the UK Board of Healthcare Chaplaincy [31] and the ACPEI CPE Learning Outcomes [13].
Fig 6.
Emotional intelligence development in Clinical Pastoral Education (CPE).
Fig 6 provides a joint display comparing qualitative themes with exemplary quotes and survey results with Self-Report Emotional Intelligence Test (SREIT) mean scores. The Self-Report Emotional Intelligence Test (SREIT) results, for overall emotional intelligence and four subscales, were calculated by using mean scores to allow comparison of scales with varying numbers of items [26, 27].
Fig 7.
Listening and attending skills development in Clinical Pastoral Education (CPE).
Fig 7 provides a joint display comparing qualitative themes with exemplary quotes and survey results with the mean scores of the Counselor Activity Self-Efficacy Scales (CASES) Part 1 and Part 2 [28].
Fig 8.
Diversity in chaplaincy care competency development in Clinical Pastoral Education (CPE).
Fig 4 provides a joint display comparing qualitative themes with exemplary quotes and survey results with Chaplain Capabilities Scale (CCS) mean scores. The 14-item CCS was developed by the authors and was informed by the Spiritual and Religious Care Capabilities and Competences for Healthcare Chaplains by the UK Board of Healthcare Chaplaincy [31] and the ACPEI CPE Learning Outcomes [13].
Fig 9.
Spiritual assessment practice development in Clinical Pastoral Education (CPE).
Fig 9 provides a joint display comparing qualitative themes with exemplary quotes and survey results with Chaplain Capabilities Scale (CCS) mean scores. The 14-item CCS was developed by the authors and was informed by the Spiritual and Religious Care Capabilities and Competences for Healthcare Chaplains by the UK Board of Healthcare Chaplaincy [31] and the ACPEI CPE Learning Outcomes [13].
Fig 10.
Catalysts for development in Clinical Pastoral Education (CPE).
Fig 10 provides themes and subthemes with exemplary quotes regarding Catalysts for Development in Clinical Pastoral Education (CPE).
Fig 11.
Advantages of Clinical Pastoral Education (CPE) for chaplaincy education.
Fig 11 provides themes and subthemes with exemplary quotes regarding Advantages of Clinical Pastoral Education (CPE) for Chaplaincy Education.
Fig 12.
Participant experiences with Clinical Pastoral Education (CPE) course structure.
Fig 12 provides themes and subthemes with exemplary quotes regarding Participant Experiences with Clinical Pastoral Education (CPE) Course Structure.
Fig 13.
Examples of learning pathways in Clinical Pastoral Education (CPE).
Fig 13 shows the conceptualisation of the learning pathways in CPE that moved from personal development, through the interpersonal learning context of CPE, and translated into chaplain competency and practice. a Emotional intelligence is understood based on the four-branch model of emotional intelligence of Mayer & Salovey [35].