Development and validation of the IneRISE-Iman model: a spiritual care learning framework for undergraduate nursing students.
7 affiliations
- 1Doctoral Study Program in Medical Science, Faculty of Medicine, Padjadjaran University, Bandung, West Java, Indonesia. [email protected].
- 2Department of Nursing, Faculty of Health Sciences, Universitas' Aisyiyah, Bandung, West Java, Indonesia. [email protected].
- 3Department of Community Nursing, Faculty of Nursing, Padjadjaran University, Bandung, West Java, Indonesia.
- 4Department of Basic Nursing, Faculty of Nursing, Padjadjaran University, Bandung, West Java, Indonesia.
- 5Department of Medical-Surgical Nursing, Faculty of Nursing, Padjadjaran University, Bandung, West Java, Indonesia.
- 6Department of Public Health, Padjadjaran University, Bandung, West Java, Indonesia.
- 7Centre for Nursing Studies, Universiti Teknologi Mara, Puncak Alam, Selangor, Malaysia.
Abstract
Background
Integrating spiritual care into undergraduate nursing curricula remains inconsistent, particularly in Muslim-majority contexts. Existing models are predominantly grounded in Western or secular frameworks and fail to adequately address the theological and cultural dimensions of Islamic spiritual care. A validated, culturally responsive pedagogical framework is therefore needed.Aim
To develop and establish the content validity of the IneRISE-IMAN (Islamic Nurturing Experience through Reflective-Islamic values embedded, Simulated and Engaged Learning for Internalization, Meaningful, Active Communication, and Nurturing) model for undergraduate nursing education.Methods
A two-round electronic Delphi (e-Delphi) study was conducted with 22 purposively selected experts representing nursing education, clinical practice, Islamic chaplaincy, and nursing students. Content validity was assessed using I-CVI, S-CVI/Ave, and S-CVI/UA. Inter-rater agreement was examined using Fleiss' Kappa.Results
Round 1 demonstrated excellent content validity (S-CVI/Ave = 0.94; S-CVI/UA = 79%). Following targeted revision of six sub-elements, full universal agreement was achieved in Round 2 (S-CVI/UA = 1.00), with 100% panel retention across both rounds. Fleiss' Kappa indicated moderate inter-rater agreement (κ = 0.44), acceptable for an interdisciplinary panel.Conclusion
The IneRISE-IMAN model shows strong content validity as a theoretically grounded framework that integrates Islamic philosophical anthropology, constructivist learning theory, and person-centered nursing for Islamic spiritual care education in undergraduate nursing. Future research should explore construct validity, implementation feasibility, and the impact on students' clinical skills.
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BibTeX
@article{dewi2026development,
title = {{Development and validation of the IneRISE-Iman model: a spiritual care learning framework for undergraduate nursing students.}},
author = {Inggriane Puspita Dewi and Hartiah Haroen and Hana Rizmadewi Agustina and Tuti Pahria and Nita Arisanti and Sharifah Shafinaz Sh Abdullah},
journal = {BMC medical education},
year = {2026},
month = aug,
doi = {10.1186/s12909-026-10079-z},
url = {https://europepmc.org/article/MED/42972538},
note = {CC BY},
}
RIS
TY - JOUR
TI - Development and validation of the IneRISE-Iman model: a spiritual care learning framework for undergraduate nursing students.
AU - Inggriane Puspita Dewi
AU - Hartiah Haroen
AU - Hana Rizmadewi Agustina
AU - Tuti Pahria
AU - Nita Arisanti
AU - Sharifah Shafinaz Sh Abdullah
PY - 2026
DA - 2026/08/05
JO - BMC medical education
DO - 10.1186/s12909-026-10079-z
UR - https://europepmc.org/article/MED/42972538
AB - Background Integrating spiritual care into undergraduate nursing curricula remains inconsistent, particularly in Muslim-majority contexts. Existing models are predominantly grounded in Western or secular frameworks and fail to adequately address the theological and cultural dimensions of Islamic spiritual care. A validated, culturally responsive pedagogical framework is therefore needed.Aim To develop and establish the content validity of the IneRISE-IMAN (Islamic Nurturing Experience through Reflective-Islamic values embedded, Simulated and Engaged Learning for Internalization, Meaningful, Active Communication, and Nurturing) model for undergraduate nursing education.Methods A two-round electronic Delphi (e-Delphi) study was conducted with 22 purposively selected experts representing nursing education, clinical practice, Islamic chaplaincy, and nursing students. Content validity was assessed using I-CVI, S-CVI/Ave, and S-CVI/UA. Inter-rater agreement was examined using Fleiss' Kappa.Results Round 1 demonstrated excellent content validity (S-CVI/Ave = 0.94; S-CVI/UA = 79%). Following targeted revision of six sub-elements, full universal agreement was achieved in Round 2 (S-CVI/UA = 1.00), with 100% panel retention across both rounds. Fleiss' Kappa indicated moderate inter-rater agreement (κ = 0.44), acceptable for an interdisciplinary panel.Conclusion The IneRISE-IMAN model shows strong content validity as a theoretically grounded framework that integrates Islamic philosophical anthropology, constructivist learning theory, and person-centered nursing for Islamic spiritual care education in undergraduate nursing. Future research should explore construct validity, implementation feasibility, and the impact on students' clinical skills.
SN - 1472-6920
ER -