Development and validation of the IneRISE-Iman model: a spiritual care learning framework for undergraduate nursing students

Abstract

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. 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. 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. 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. 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.