This course will provide support and mentorship in the progress of pastoral care issues in the ministry particularly in the healthcare setting. The student will be introduced to pastoral care theories providing direction in developing a theory of their own pastoral care.
For information regarding prerequisites for this course, please refer to the Academic Course Catalog.
This course continues to examine the pastoral care issues that chaplains need to address in their ministry profession and calling. It is an approach that will prompt the student to begin to develop their own theories and practices in healthcare settings where they provide pastoral care.
Measurable Learning Outcomes
Upon successful completion of this course, the student will be able to:
- Demonstrate the integration of conceptual understandings presented in the curriculum into pastoral practice.
- Employ their own theories in the clinical setting and mentored by the instructor for the evaluation and progress of their theories.
- Demonstrate their understanding transferences and counter-transferences in the practice of ministry and see how they influence their practice as a chaplain.
- Develop tools to evaluate their progress and understanding for future ministry practice.
Textbook readings, presentations, and individual supervision
Discussions are collaborative learning experiences. Therefore, the student is required to provide a thread in response to the provided prompt for each discussion. Each thread must be a minimum of 400 words and demonstrate course-related knowledge. In addition to the thread, the student is required to reply to 2 other classmates’ threads. Each reply must be a minimum of 200 words. The content of the discussions will integrate case conference discussion and demonstrate understanding of the textbook reading. (MLO's: A, B, C, D)
Course Textbook Analysis Assignment
The student will discuss the course textbook An Introduction to Pastoral Care with the mentor, including the importance of this text to chaplaincy and its application in a healthcare setting. (MLO's: A, B)
Understanding Transference and Countertransference Paper Assignment
The student will write a 1,500–2,100-word paper on understanding transference and countertransference in proper Turabian formatting. The paper must include 5 scholarly references along with the textbooks and the Bible. The student will meet with his or her mentor to discuss their paper. (MLO's: A, C, D)
Learning Goal Assignments (6)
The student will be prepared to discuss personal, professional, and relational learning goals identified in his/her CPE unit with the mentor. (MLO's: A, B, C, D)
Verbatim Case Conference Assignments (2)
The student will provide to the mentoring professor one report following their CPE Case Conference in their respective institutions and be prepared to discuss their verbatim with the mentor. (MLO's: A, B, C, D)
Evaluation Assignments (3)
Mid-Term Review Assignment
Each student will have a mid-term review with the professor. (MLO's: A, B, C, D)
Final CPE Evaluation Assignment
Each student will meet with his or her mentor to discuss your final CPE evaluation. (MLO's: A, B, C, D)
Final Evaluation Assignment
Each student is required to complete a final self-evaluation using the guidelines in the syllabus. Each student will receive a final evaluation from the mentoring professor detailing the learning experience and success of outcomes. (MLO's: A, B, C, D)
4MAT Book Review Assignment
The student will write a 1,500–2,000-word book review in current Turabian formatting on the assigned book for the CPE unit/course. The student will meet with his or her mentor to discuss their paper. (MLO's: A, D)
Group Dynamic Assignment
The student will meet with the mentor to discuss group dynamics and what the student has learned to date from the experience. (MLO's: A, B, C, D)