Healthcare Professionals’ Learning from Patients as Teachers in Spiritual Care: A Grounded Theory Study in Taiwan

Background Spiritual care is a core dimension of holistic palliative practice, but its delivery in Taiwan remains inconsistent because of cultural, educational, and institutional barriers. This study explored healthcare professionals’ experiences in providing spiritual care and developed a culturally relevant model to inform practice. Methods We conducted focus groups with 15 physicians and nurses in northern Taiwan and analyzed data using grounded theory. Results Participants described a four-stage trajectory: (1) recognizing spiritual distress, (2) confirming needs and building trust, (3) providing spiritual interventions and reconstructing meaning, and (4) reflecting on their role and integrating insights into professional practice. Based on these findings, we developed the Patients as Teachers Professional Mastery Cycle Model , which positions patients as active contributors to caregivers’ professional growth. Conclusions Spiritual care functions as a reciprocal process that promotes patient well-being and supports caregiver transformation. The model highlights the importance of culturally sensitive education, institutional support, and reflective practice for strengthening spiritual care in clinical settings.