Spirituality in Education and Health Care as Perceived by Nursing Students, Residents, and Preceptors: A Scoping Review

Spirituality is recognized as an essential dimension of comprehensive care and human dignity; however, its integration into clinical practice faces significant barriers due to gaps in academic training. Current literature lacks a synthesis that articulates how these educational deficiencies impact the competencies, values, and challenges perceived by nursing students and professionals. The objective of this study was to map scientific evidence regarding the perception of nursing students, residents, and preceptor nurses concerning spirituality in health care. A scoping review was conducted following the Joanna Briggs Institute (JBI) recommendations, with the protocol registered on the Open Science Framework ( https://doi.org/10.17605/OSF.IO/RZXVK ). A systematic search was conducted in major databases and gray literature without date or language restrictions. The final sample comprised 35 studies, predominantly conducted in Turkey and Brazil with nursing students. The mapping revealed a dichotomy in education: Although participants demonstrated favorable attitudes and ethical values (compassion, respect), they reported a deficit in theoretical knowledge and technical insecurity. Identified competencies centered on relational skills, such as active listening and therapeutic presence. Challenges to integrating spiritual care were multidimensional, ranging from a lack of academic preparation to organizational and cultural barriers within health services. Nursing education presents structural gaps in addressing spirituality, contributing to professional insecurity. The synthesis of findings indicates that the effective integration of spiritual care depends not only on technical competencies but also on the alignment between personal values and institutional support. The implementation of transversal educational strategies that articulate knowledge, skills, and professional attitudes is recommended to prepare professionals for the challenges of practice.