Adamson Elizabeth, Dewar Belinda
School of Nursing Midwifery and Social Care, Edinburgh Napier University, Sighthill Campus, Sighthill Court, Edinburgh, UK.
Institute of Care and Practice Improvement, University of West of Scotland, Faculty of Health Education and Social Sciences, School of Health, Nursing and Midwifery, Caird Building, Hamilton Campus, Almada Street, Hamilton ML3 OBA, UK.
Nurse Educ Pract. 2015 May;15(3):155-61. doi: 10.1016/j.nepr.2014.08.002. Epub 2014 Sep 19.
Current concern in health care about delivering care that is compassionate has important implications for how compassion is taught and made explicit in nurse education curricula. This paper will describe the use of stories within the curricula to enhance knowledge and skills in compassionate caring.
The Leadership in Compassionate Care Programme (LCCP) was a 3-year action research project that sought to capture what compassionate care means within practice and utilise this learning within education. Stories gathered within clinical practice were used to stimulate reflective learning as part of a nursing module that teaches recognition of acute illness and deterioration at Edinburgh Napier University. Students listened to stories which included experiences of staff, students, patients and relatives and related these to their own experiences in practice. In this paper, examples from the online discussions are discussed with reference to one of six themes that emerged from the LCCP, that of caring conversations.
The discussions suggest that reflective learning and the use of stories about the experience of giving and receiving care can contribute to the development of the knowledge, skill and confidence that enable student nurses to provide compassionate relationship centred care within practice.
Reflective learning can be a valuable strategy for students to ponder new knowledge and allow predetermined ideas to be challenged. Stories can initiate this process and help student nurses to understand not only the needs of others, but their own expectations and values, which in turn can inform how they plan and deliver person centred compassionate care.
当前医疗保健领域对提供富有同情心的护理的关注，对于在护士教育课程中如何教授同情心并使其明确化具有重要意义。本文将描述在课程中使用故事来增强富有同情心护理的知识和技能。
“富有同情心护理领导力项目”（LCCP）是一个为期三年的行动研究项目，旨在了解实践中富有同情心的护理意味着什么，并将这种认识应用于教育中。在临床实践中收集的故事被用于促进反思性学习，这是爱丁堡纳皮尔大学一个护理模块的一部分，该模块教授对急性疾病和病情恶化的识别。学生们听取了包含工作人员、学生、患者和亲属经历的故事，并将这些与他们自己在实践中的经历联系起来。在本文中，将结合LCCP中出现的六个主题之一“关怀性对话”，讨论在线讨论中的例子。
讨论表明，反思性学习以及使用关于给予和接受护理经历的故事，有助于培养知识、技能和信心，使学生护士能够在实践中提供以富有同情心的关系为中心的护理。
反思性学习对于学生思考新知识、挑战既定观念可能是一种有价值的策略。故事可以启动这个过程，帮助学生护士不仅了解他人的需求，还了解他们自己的期望和价值观，并进而为他们如何规划和提供以人为本的富有同情心的护理提供指导。
