Abstract

Introduction Palliative care is a specialized, patient-centered approach aimed at alleviating suffering and enhancing quality of life for individuals with terminal illnesses. A multidisciplinary model addresses not only physical symptoms, but also emotional, social and spiritual needs, prioritizing dignity and comfort over the goal of life prolongation. Speech-language pathologists (SLPs) are integral members of the palliative care team. SLP’s provide essential assessment and management for communication and swallowing challenges, ensuring that patients’ voices, preferences, and dignity are honored throughout the course of care—especially during life’s most vulnerable moments. Literature Review Despite the vital role SLPs play, research highlights that many feel underprepared to meet the diverse needs of patients in palliative settings (Chahda et al., 2017; Viljoen et al., 2018). Limited university training often leaves SLPs lacking confidence and practical skills to deliver truly comprehensive, holistic care to patients and families. While current clinical education promotes patient-centered practices and focuses on family involvement, interdisciplinary teamwork, ethical decision-making, and tailored strategies to support safe swallowing and cognition, important gaps remain, particularly in addressing spirituality. A growing body of literature recognizes spirituality as a crucial component of well-being for those with life-limiting illnesses. Spiritual support can provide meaning, hope, and connection which are vital sources of comfort as patients experience memory loss or cognitive/ functional decline. Yet, in practice, spiritual care is frequently overlooked, leaving patients at risk for spiritual distress and reduced quality of life at the end of life. Given these gaps, there is a clear need for a wider and deeper literature review. Such a review needs to systematically examine the comparative value of Self-assessment tools, including Likert-type scales, critically evaluate training programs, explore best practices in spirituality training which can promote SLP competence and comfort. Proposal: Research initiative supporting SLPs on improved Self-Assessment measures with use of Likert-type scales of Preparedness in Spirituality in palliative care, compare both, quantitative (Likert scales) and qualitative measures (Reflections). Likert-type scales, such as the Spiritual Care Competency Scale (SCCS) have been used to measure attitudes and self-perceived competencies in providing spiritual care among healthcare professionals, including versions adapted for SLPs (Chahda et al., 2017; Vijoen et al., 2018), these quantitative tools often fail to capture the emotional and spiritual depth of patient experiences especially within the emotion of loneliness. In response, spiritual care strategies emphasize compassionate presence, sensitive listening, and individualized rituals to foster connection, identity, and meaning particularly in palliative and hospice settings (Ariès et al., 2023). Despite barriers such as fear of offending patients or a lack of formal training, the need for spiritual care is consistently recognized and deeply valued, often enhancing the emotional well-being of both patients and providers (Sinclair et al., 2015; Sinclair et al., 2018). These findings underscore the limitations of rigid measurement tools and highlight the importance of human connection, environmental sensitivity, and personalized spiritual engagement in end-of-life care. A systematic review by Gijsberts et al. (2019) emphasized that self-reflection is a key foundation for healthcare providers delivering spiritual care. Presence, attentive listening, and the use of expressive arts were central to alleviating isolation and empowering patients. Conclusion A more extensive literature review will prove a better understanding of self-assessment tools and formal training, and help us develop a comprehensive approach that assures SLPs are fully supported in meeting complex spiritual needs of patient, in demanding palliative care settings.