Other authors concur that the ability toprovide spiritual care is facilitated by an awareness of personal spirituality and by personal spiritual well-being (Soeken & Carson 1986, Burkhardt 1989, Long 1990). `[T]he greater the awareness by the nurse of the work and activities of the spirit within himself or herself, the greater the awareness of the work and activities of the spirit in the patient' (Lane 1987, p. 335). One might argue that this awareness and cultivation of the student's spirituality is a precondition to the student engaging in the spiritual care process (Mayer 1992). Activities that facilitate this awareness of the work of the spirit include journals, papers, and interactive groups where students can reflect on their spiritual care-giving practices (Bush 1999, Greenstreet 1999).