Click Here for a downloadable PDF of the Certified Educator Competencies.
| Admissions | Phase 1 | Phase 2 |
|---|---|---|
| A.1 Evaluate the impact of your narrative history, socio-cultural identity and spiritual/values-based orienting system on your identity and your practice as a spiritual care provider. Focusing on your identity and how this translates into your practice, how has your narrative history, socio-cultural identity and spiritual/values-based orienting system been integrated into your identity and impact your practice as a spiritual care provider? Materials addressing your CEC application, Outcomes and Indicators IB.1, IIB.2, IIB.3, and board certification competencies ITP1 and PIC2 may be referenced. |
P1.1 Articulate and assess the impact of your narrative history, socio-cultural identity and spiritual/values-based orienting system on your identity and practice as an educator. How has your narrative history, socio-cultural identity and spiritual/values-based orienting system been integrated into your identity as an educator and its impact on your educational practice? How have these helped and hindered you as an educator? |
P2.1 Evaluate the impact of your narrative history, socio-cultural identity and spiritual/values-based orienting system on your identity and practice as an educator. Evaluate how your awareness and integration of your narrative history, socio-cultural identity and spiritual/values-based orienting system inform and impact your practice as an educator since your last review. What have been some of your successes and challenges and how are you navigating those challenges? What are areas for continued growth? |
| A.2 Describe your philosophy of spiritual care grounded in your spiritual/values-based orienting system and in the behavioral sciences. Focusing on your philosophy of spiritual care, how does your orienting system guide and influence your understanding and provision of spiritual care? How do behavioral sciences guide and influence your understanding and provision of spiritual care? Materials addressing, the CEC application, Outcomes and Indicators IIB.1, IIB.3 or board certification competencies ITP1 and ITP2, if applicable, may be referenced. |
P1.2 Reflect on your experience of completing your theory integration process. How did you grow as an educator in the process of learning and presenting your theoretical framework? What did you discover about yourself and your students? How has the theory integration and presentation process impacted your understanding of CPE? (Note: Basic demonstration and competency of implementation of your theories have been assessed in the theory integration project. P1.2 asks a meta question, reflecting on the theory integration process.) |
P2.2 Evaluate your theological/philosophical theoretical framework as an educator. Evaluate your theological/philosophical theoretical framework and how it has evolved since you presented your theory integration project. How is your theory serving you and your students? How has your critical purchase of your theory changed or evolved? What changes/explorations might you consider in the future as you deepen your practice? P2.3 Evaluate your personality theoretical framework as an educator. Evaluate your personality theoretical framework and how it has evolved since you presented your theory integration project. How is your theory serving you and your students? How has your critical purchase of your theory changed or evolved? What changes/explorations might you consider in the future as you deepen your practice? P2.4 Evaluate your educational theoretical framework as an educator. Evaluate your educational theoretical framework and how it has evolved since you presented your theory integration project. How is your theory serving you and your students? How has your critical purchase of your theory changed or evolved? What changes/explorations might you consider in the future as you deepen your practice? |
| A.3 Articulate your rootedness in community and sense of belonging within a spiritual/values-based orienting system. Reflect on the relationships and commitments that anchor you to a community. What are ways you contribute, support others, and find support, as well as how shared values, beliefs, or practices foster a deeper sense of connection and purpose. How do your belonging and rootedness in community intersect with ACPE values? Materials addressing endorsement, ordination or commissioning, recognition, as applicable, may be referenced. |
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| A.4 Articulate clear motivation for becoming an ACPE Certified Educator. How do you understand your motivation for pursuing this vocation? What draws you to desire to become an ACPE Certified Educator? What is your vision for your educational practice? Evidence can include your CPE journey paper from the CEC application. |
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| A.5 Demonstrate self-awareness, self-reflection and self-supervision in your spiritual care practice. Reflect on your strengths and growing edges as a spiritual care provider. How have you used self-reflection in the moment in your spiritual care practice? How has your self-awareness enabled your competent provision of spiritual care? How have you self-supervised to enhance your spiritual care practice? Materials from your ACPE Admissions Application essays, ACPE Outcomes and Indicators IB.2 and IB.4 and board certification competency PIC1, if applicable, may be referenced. |
P1.3 Demonstrate self-awareness, self-reflection and self-supervision in your educational practice. Reflect on your strengths and growing edges as an educator. How do you use self-reflection and self-awareness to impact student learning and integration? How did you self-supervise in your educational practice? Provide examples of how your self-reflection, self-awareness, and self-supervision impacted your educational practice, both in the moment with students and on an ongoing basis as a reflective practitioner. |
P2.5 Evaluate your use of self-awareness, self-reflection and self-supervision in your educational practice. How has your practice of self-awareness, self-reflection and self-supervision that impact student learning and integration evolved since your last review? What have been some of your successes and challenges and how are you navigating those challenges? What are areas for continued growth? |
| A.6 Demonstrate self-care and resiliency that grounds your spiritual care practice. What are examples of your self-care practices and resiliency in your spiritual care context, including trauma informed practices, both during spiritual care encounters and outside of these interactions? Materials from your ACPE Outcomes and Indicators IIA.4 and IIB.4 and board certification competency PIC3, if applicable, may be referenced. |
P1.4 Demonstrate self-care and resiliency that grounds your educational practice. What are examples of your self-care practices and resiliency in your educational practice, including trauma-informed practices, both during educational encounters and outside of educational spaces? Standard 2, Item B |
P2.6 Evaluate your practice of self-care and resiliency that grounds your educational practice. How have your self-care practices, including trauma-informed, developed and deepened and how do you model resiliency with your students since your last review? What have been some of your successes and challenges and how are you navigating those challenges? What are areas for continued growth? |
| A.7 Evaluate how you address bias and seek justice when providing spiritual care. How do you address bias (your own implicit bias and systemic bias) and seek justice as a spiritual care provider? Describe your own process of understanding and exploring your biases and how you have worked to address them within your spiritual care context. Admissions application essays and verbatim and/or materials addressing Outcome and Indicator IIB.5 may be referenced. |
P1.5 Identify and address your biases and seek justice as an educator. How have your biases emerged within your role as an educator, both personally and structurally? How are you working with these biases? Standard 2 |
P2.7 Evaluate how you identify and address your biases and seek justice as an educator. Evaluate how your engagement of your biases as an educator has evolved since your last review. What have been some of your successes and challenges and how are you navigating those challenges? What are areas for continued growth? |
| A.8 Evaluate your practice of intercultural and interreligious humility in your spiritual care. How have you engaged, honored and supported the socio-economic, cultural, spiritual/values, identities, etc. of care receivers across lines of difference to address spiritual care needs? What are your successes and challenges here? Admissions application essays and verbatim and/or materials addressing Outcome and Indicator IIB.6 may be referenced. |
P1.6 Demonstrate intercultural and interreligious humility in your educational practice. How have you engaged, honored and supported the socio-economic, cultural, spiritual/values, identities, etc. of students across lines of difference to address educational needs? How do you model these concepts for students to use in their spiritual care practice? Standard 2 |
P2.8 Evaluate your practice of intercultural and interreligious humility as an educator. Evaluate how your practice of intercultural and interreligious humility as an educator has evolved since your last review. What have been some of your successes and challenges and how are you navigating those challenges? What are areas for continued growth? |
| A.9 Form, deepen, and bring closure to spiritual care and collegial relationships as an empathic and compassionate spiritual caregiver. What are examples of spiritual care relationships in verbatims or vignettes which point to your skill as an empathic and compassionate spiritual caregiver? Materials from your ACPE Outcomes and Indicators IIB.7 and IIB.10 and board certification competency PPS1, if applicable, may be referenced. |
P1.7 Demonstrate empathy and compassion alongside fostering student education and competency. Reflect on the transition from the role of a spiritual care provider, which has a heavy emphasis on empathy and compassion, into the role of an educator which has an elevated focus on student learning and competency. How have you cared for and demonstrated attunement to the emotional experience of your students alongside fostering their competency and education? |
P2.9 Evaluate how you offer empathy and compassion alongside fostering student education and competency. Evaluate how your care and demonstrated attunement to the emotional experience of your students alongside fostering their competency and education evolved since your last review? What have been some of your successes and challenges and how are you navigating those challenges? What are areas for continued growth? |
| A.10 Evaluate one’s ability to maintain relational boundaries in a spiritual care context. How do you establish relational boundaries among care receivers and colleagues in your professional context? What are your strengths and growing edges around relational boundaries as a spiritual care provider? Materials addressing Outcome and Indicator IIB.8 and board certification competency PIC4 and/or your verbatim may be referenced. |
P1.8 Educates, cultivates and models relational boundaries in an educational context. How do you establish relational boundaries in your practice as an educator? How do you teach relational boundaries? How do you model healthy relational boundaries for your students. How do you proactively cultivate relational boundaries? Standard 7, Item 8 |
P2.10 Evaluate how you educate, cultivate and model relational boundaries in an educational context. Evaluate your practices of educating, cultivating, and modeling relational boundaries and how they have evolved since your last review. This includes self-supervision around your successes and challenges around relational boundaries and how you overcame those challenges. What are areas for continued growth? Standard 7, Item 8 |
| A.11 Evaluate your ability to both facilitate and function well within group processes. How have you facilitated group process as a leader and how do you function well within a group as a member? Reflect on your experience leading, learning and sharing in a group context, considering socio-cultural identity, bias, power differentials, and relational dynamics? Materials from your ACPE Outcomes and Indicators IIA.9, IIA.10, IIB.9, board certification competencies PPS7, PPS9, if applicable, vignettes from your peer group, and your recording from your didactic may be referenced. |
P1.9 Facilitate the forming, deepening and closure of group relationships with and between students as an educator. How have you journeyed through the beginning, middle and end of a group? How have you facilitated relationships with and between students in the group for the purpose of spiritual care education? Student evaluations and exit interviews may be referenced. |
P2.11 Evaluate how you form, deepen, and bring closure to group relationships with and between students as an educator. Evaluate how your journeying through the beginning, middle and end of a group evolved since your last review. What have been some of your successes and challenges and how are you navigating those challenges? What are areas for continued growth? |
| A.12 Evaluate your spiritual care interventions. How do you understand your communication styles and skills, including trauma informed approaches, your use of cultural, religious and spiritual resources, other interventions and documentation? Please include recent verbatim(s) and a reflective explanation. Materials addressing Outcomes and Indicators in Category D, and/or your verbatim may be referenced. |
P1.10 Form, deepen, and bring closure to individual relationships as an educator. How have you journeyed with a student during the educational relationship? Provide examples of individual students you have journeyed with and the impact of your individual relationships on their education. Student evaluations, recordings of individual supervision may be referenced |
P2.12 Evaluate how you form, deepen, and bring closure to individual relationships as an educator. Evaluate how your journeying with students during the educational relationship evolved since your last review. What have been some of your successes and challenges and how are you navigating those challenges? What are areas for continued growth? |
| A.13 Evaluate your use of power and authority in your spiritual care practice. How have you appropriately used power and authority in your spiritual care practice? Materials addressing Outcome and Indicator IB.12 and IIA.11 and board certification competencies PIC5 and PIC6, if applicable, and/or your verbatim may be referenced. |
P1.11 Use power and authority appropriately with individuals and groups as an educator. How do you use your power and authority as an educator in contrast to your role as a spiritual care provider? How do you see yourself exercising your power and authority as an educator? What strengths and growing edges have emerged when you use power and authority? How does awareness of your socio-cultural identity and biases inform your use of power and authority? Standard 7, Indicator A |
P2.13 Evaluate your use of power and authority with individuals and groups as an educator. Evaluate your use of power and authority and how it has evolved since your last review. This includes self-supervision around your effective and ineffective uses of power and authority. What strategies have you utilized to work with the influence of your socio-cultural identity and biases in your use of power and authority? What are areas for continued growth? |
| A.14 Navigates interpersonal conflict and conflict resolution within a professional context. How did you navigate interpersonal conflict and conflict resolution in a professional setting, whether with care receivers or colleagues? Materials addressing Outcomes and Indicators IIB.9, IIB.10, and/or vignettes from your peer group may be referenced. |
P1.12 Recognizes conflict and identifies and implements interventions to facilitate resolution as an educator. What are examples of a conflict between you and a student or between students in your group or your student with others in your context? How did you recognize these conflicts? How did you identify potential interventions? How did you implement the chosen interventions? Reflect on how they went and what you might have done differently. How do socio-cultural and other differences inform your approach to conflict? |
P2.14 Evaluate your growth in recognizing conflict and identifying and implementing interventions to facilitate resolution as an educator. How have your conflict recognition, identification and implementation of interventions evolved since your last review? Evaluate how socio-cultural and other differences guide your approach to conflict. What are some of your successes and challenges and how are you navigating the challenges? What are areas for continued growth? Standard 7, Item 8 |
| A.15 Reflect on how your experience of CPE education informs how you see yourself functioning as a CPE educator. What has helped and hindered your learning and growth in your CPE journey? How might your personal CPE history influence the way you want to work with students? The Description of Your CPE Journey essay may be referenced. |
P1.13 Describe your CPE curriculum content. What do you teach – Include the CPE curriculum content that you are using that addresses the ACPE Outcomes and Indicators and context-specific educational needs. How does this curriculum incorporate ACPE Values? Include a crosswalk of the curriculum and ACPE Outcomes and Indicators used in one of the CPE units you taught. Please note ACPE’s definition of curriculum and Standard 2, Item 3 |
P2.15 Create and evaluate your CPE curriculum. Include your developed curriculum for CPE that addresses the ACPE Outcomes and Indicators and context-specific educational needs. Evaluate the inherited, adapted and original components of your curriculum, reflecting on their strengths and weaknesses. How has your curriculum developed to address the strengths and weaknesses identified in Phase 1? Evaluate how your curriculum incorporates ACPE Values. Please include a crosswalk that shows how your curriculum addresses each of the Outcomes and the Indicators IA-IIB, see Standard 2, Item 3 in the accreditation manual. Please note ACPE’s definition of curriculum and Standard 2, Item 3 |
| A.16 Reflect on one’s teaching role as a spiritual care provider. How have you mentored others, taught didactics, assisted peers or colleagues, etc. Your recording from your application may be referenced along with a reflection on how it went and your strengths and weaknesses. |
P1.14 Describe your use of teaching modalities in your CPE program. How do you teach it – Reflect on your use of different modalities. These can include verbatim templates, verbatim seminars, presentations, didactics, individual supervision, group processing, learning goals or other modalities that you use. How do these modalities address your goals of spiritual care education? Standard 2, Items 1 & 2 |
P2.16 Evaluate your use of teaching modalities in your CPE program. Evaluate the use of modalities of your CPE educational program. These can include verbatim templates, verbatim seminars, presentations, didactics, individual supervision, group processing, learning goals or other modalities that you use. How has your use of these modalities evolved since the last review? What successes and challenges around your use of these modalities have you had and how have you navigated these challenges? What are areas for continued growth? Standard 2, Item 2 |
| P1.15 Demonstrate your use of educational interventions when implementing your curriculum. How did you respond to unanticipated educational opportunities or challenges in group or when working with students during your teaching. How do ACPE Values inform your educational interventions? Your required recording may be referenced here. |
P2.17 Evaluate your use of educational interventions when implementing your curriculum. Evaluate how your response to unanticipated educational opportunities or challenges in group or when working with students during your teaching has evolved since your last review. Evaluate how your educational interventions are informed by ACPE Values. What are some of your successes and challenges and how are you navigating those challenges? What are areas for continued growth? |
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| A.17 Evaluate your use of spiritual assessments and plans of care when you provide spiritual care. How have you successfully used spiritual assessment tools and how has your use of spiritual assessments evolved. What successes and challenges around spiritual assessments have you had? What are areas for continued growth? Please include recent verbatim(s). Materials addressing Outcome and Indicator IIB.12, and/or your verbatim may be referenced. |
P1.16 Describe your process of assessing student learning and achievement of the Outcomes and Indicators. How do you assess student learning and achievement of the Outcomes and Indicators during and at the end of the unit? Which modalities do you employ to make these assessments? How do engage your students around assessments? How do justice, equity, diversity, accessibility and inclusion inform your assessment process? Please include your final evaluations with a reflection on at least one of them including why you gave the rating and wrote the narrative sections that you did. |
P2.18 Evaluate your process of assessing student learning and achievement of the Outcomes and Indicators. Evaluate how your assessment of student learning and achievement of the Outcomes and Indicators during and at the end of the unit evolved since your last review. Evaluate the modalities that you employ to make these assessments. Evaluate how justice, equity, diversity, accessibility and inclusion guide your assessment process. Please include recent final evaluations with a reflection on at least one of them including evaluating your rating and narrative writing process. What are some of your successes and challenges and how are you navigating those challenges? What are areas for continued growth? Standard 1, Item 4 |
| P1.17 Describe your interview and admissions process of CPE students. What is your process for recruitment, interviews, admissions and assessing student readiness for CPE? How do you integrate justice, equity, diversity, accessibility and inclusion principles? How do your biases play a role? What are your screening tools and acceptance criteria? How does HR, legal, etc. play a role in your interview and admissions process? |
P2.19 Evaluate your interview and admissions process of CPE students. Evaluate how your process for recruitment, interview, admissions and assessing student readiness for CPE has evolved since your last review? Evaluate your integration of justice, equity, diversity, accessibility and inclusion principles and how do your biases play a role. What are the strengths and weaknesses of your screening tools and assessment criteria? Evaluate how you have learned from or been challenged by your work with HR, legal, etc. in the interview and admissions process. What are areas for continued growth? |
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| A.18 Identify strengths and limitations of current and previous spiritual care contexts and how that might influence as an educator. How might your observations of your spiritual care contexts influence the way you think about becoming an educator? What do you hope to implement as an educator based on these observations? ACPE Admissions Application essays, and materials addressing Outcomes and Indicators IIB.5, IIB11 may be referenced. |
P1.18 Assess the learning environment and opportunities for improvement. What are some strengths and limitations of the learning environment your students are in, both within their clinical site and their educational time? The learning environment can include physical attributes, as well as organizational dynamics. What guides you towards ongoing improvement? How do justice, equity, diversity, inclusion and accessibility inform your assessment of the learning environment? What changes might you envision considering these observations? Standard 3, Item 2 & Standard 5, Item 2 |
P2.20 Evaluate your process of assessing the learning environment and opportunities for improvement. Evaluate how your assessment of the learning environment has evolved since your last review. What are some of your successes and challenges and how are you navigating the challenges? Evaluate what guides you towards ongoing improvement. Evaluate how do justice, equity, diversity, inclusion and accessibility inform your assessment of the learning environment. What are your plans for continuous improvement? Standard 7, Item 8; Standard 6, Item 2 |
| A.19 Evaluate your use of the clinical method of learning as a spiritual care practitioner. How does the clinical method of learning play a role in your spiritual care practice? ACPE Admissions Application essays and materials addressing Outcome and Indicator IIB.14 may be referenced. |
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| A.20 Incorporates ACPE Values into your spiritual care practice. How have these values been central to your spiritual care practice? Provide examples that point to your adherence and dedication to these values. Materials from your CEC admissions application, verbatims, description of CPE journey, culture may be referenced. Standard 7 |
P1.19 Incorporates ACPE Values into your educational practice. How have ACPE values been central to your educational practice? Provide examples that show how you embodied these values. Include a deeper dive into one of these values. Standard 7 |
P2.21 Evaluate your incorporation of the ACPE Values into your current and future educational practice. How has your use of the ACPE Values evolved since your last review? How have you incorporated ACPE values into your program design and management? What have been some of your successes and challenges and how are you navigating those challenges? What are areas for continued growth? Standard 7 |
| A.21 Demonstrates personal accountability to ethics and professionalism in your spiritual care practice in accordance with the Common Code of Ethics for Spiritual Care Professionals. What are situations in which your own ethics and professionalism helped guide your spiritual care? Attest to having read through the Common Code of Ethics for Spiritual Care Professionals and reflect on relevant areas that arise. Materials from ACPE Outcomes and Indictor IIB.15 and your board certification competencies ITP4 and OL3, if applicable, may be referenced. Standard 7, Item 7 |
P1.20 Demonstrates personal accountability to ethics and professionalism in accordance with the ACPE Standards and Manuals, and ACPE Code of Professional Ethics. How have ACPE Standards and ACPE Code of Professional Ethics guided your educational practice? Attest to having read through the ACPE Standards and Manuals and the ACPE Code of Professional Ethics. Materials from your core curriculum reflections on professional ethics may be referenced. Standard 7, Item7 |
P2.22 Evaluate your personal accountability to ethics and professionalism in accordance with the ACPE Standards and Manuals, and Code of Professional Ethics. How has your use of the ACPE Standards and ACPE Code of Professional Ethics evolved since your last review? What have been some of your successes and challenges and how are you navigating those challenges? What are areas for continued growth? Materials from your core curriculum reflections on professional ethics may be referenced. Standard 7, Item 8 |
| A.22 Demonstrate your ethically informed spiritual care practice. What are examples from your spiritual care context in which you were involved in an ethical dilemma and the ethical theories/principles relevant in navigating this situation? Materials from your application, including verbatims, ACPE Outcomes and Indicators IIA.17, IIB.15 and board certification competencies ITP4 and OL3, if applicable, may be referenced. |
P1.21 Facilitates ethical accountability and professionalism as an educator. How do you understand accountability? How have you held others accountable to ethical and professional standards and practices, including ACPE Values, as an educator? How have you sought to cultivate an environment that seeks to safeguard the welfare of others? Standard 7, item 7 |
P2.23 Evaluate your ability to help facilitate ethical accountability and professionalism as an educator. Evaluate how your ability to help facilitate ethical accountability and professionalism, including ACPE Values, evolved since your last review? What have been some of your successes and challenges and how are you navigating those challenges? What are areas for continued growth? Standard 7, Items 7 and 8 |
| A.23 Demonstrate the use of consultation in your spiritual care practice and professional context. How have you sought out consultation when faced with a challenge and how was that incorporated in your practice? ACPE Admissions Application essays, materials addressing Outcomes and Indictors IIA.18, IIB.16 or your professional chaplain peer review or vignettes from your peer group may be referenced. |
P1.22 Consults with and remains in dialogue with others as an educator. How do you use the clinical method of learning and consultation regularly with peers, educators and others? Consultation can revolve around justice, equity, diversity, inclusion and accessibility dynamics, student/learning issues, ethical dilemmas, curriculum development, accreditation, professional challenges, opportunities, etc. |
P2.24 Evaluate your use of consultation and dialogical engagement as an educator. Evaluate how your engagement with the clinical method of learning has evolved. Evaluate your growth around giving and receiving consultation as an educator. What are areas for continued growth? Consultation can revolve around justice, equity, diversity, inclusion and accessibility dynamics, student/learning issues, ethical dilemmas, curriculum development, accreditation, professional challenges, opportunities, etc. |
| A.24 Seek, engage and incorporate feedback with openness and curiosity as a spiritual care provider. What are examples of feedback that you sought out or received and how that influenced and changed how you engage in spiritual care and/or relationships? Materials addressing your ACPE Admissions Application verbatim, Outcomes and Indicator IIA.18, or vignettes from your peer group may be referenced. |
P1.23 Seek, engage and incorporate feedback with openness and curiosity as an educator. What are examples of feedback that you received from peers/educators/students and how that influenced and/or changed your functioning as an educator? Reflect on your engagement and incorporation of the feedback offered to you in your consortium and how that has impacted your CEC process. Standard 6, Item 2 |
P2.25 Evaluate how you seek, engage and incorporate feedback with openness and curiosity as an educator. Evaluate how your engagement with feedback as part of your regular practice as an educator evolved since your last review? What have been some of your successes and challenges and how are you navigating those challenges? What are areas for continued growth? Standard 6, Item 2 |
| A.25 Offer feedback to colleagues and peers in your professional context. What are examples of feedback intended to help others grow? How did you work with the impact on the relationship after you offered feedback? Feel free to use evidence from CPE units or spiritual care context. Materials addressing Outcome and Indicator IIA.19 or vignettes from your peer group may be referenced. |
P1.24 Offer feedback as an educator. What are examples of how you gave purposeful feedback, both strengths and growing edges, to students and/or peers? When did giving feedback go well? When did it not? What was your motivation for giving this feedback? How did this impact the relationship after you offered feedback? |
P2.26 Evaluate your practice of offering feedback as an educator. Evaluate your ability and practice of giving feedback, both strengths and growing edges, as an educator and how you worked with the impact on the relationship after you offered feedback? Reflect on the evolution of your approaches to giving feedback, including the quantity and quality of the feedback you offered and the times you engaged in feedback. How has your practice in this area evolved since your last review? What have been some of your successes and challenges and how are you navigating those challenges? What are areas for continued growth? |
| A.26 Demonstrate the integration of research into your practice of spiritual care. How have you integrated research literacy and best practices into your spiritual care? Materials addressing Outcomes and Indicators IIB.18 or board certification competency ITP6, if applicable, may be referenced. |