McVicar Andrew, Pettit Ann, Knight-Davidson Pamela, Shaw-Flach Adelle
Faculty of Health, Education, Medicine and Social Care, Anglia Ruskin University, Chelmsford, UK.
Sweet Potato Consultancy, Bedfordshire, UK.
J Clin Nurs. 2021 Jan;30(1-2):101-112. doi: 10.1111/jocn.15517. Epub 2020 Oct 27.
To identify whether a Compassionate Mind Model-based curriculum reduces students' perceived fears of compassion and improves their professional well-being.
Enabling compassion is mandatory within nurse education but evidencing it is challenging. Research suggests that application of the Compassionate Mind Model might reduce students' fears of compassion and also decrease compassion fatigue. This study reports outcomes of a post-registration curriculum based on that model for training Specialist Community Public Health Nurses (Health Visiting).
A quantitative, prospective evaluation of a 12-month training course for Health Visiting students. Reporting was guided by the STROBE checklist for observational studies.
Fears of compassion scales were applied at course start (time 1), mid-point (time 2; +6 months) and end (time 3; +12 months) to evaluate fears of compassion of 26 post-registration student Health Visitors (81% of course cohort) who provided data at all three points. The Professional Quality of Life tool was administered simultaneously to evaluate compassion satisfaction and burnout/secondary traumatic stress (compassion fatigue).
Between time 1 and time 3, mean fears of compassion scores decreased by 16.6-48.5% (repeated measures analysis of variance); mid-point scores were intermediary. At time 3, compassion satisfaction had increased slightly (+4.1%), negatively correlated with fears of compassion for self (r = -0.602; p = .001; n = 26) and fears of receiving compassion from others (r = -0.568; p = .002; n = 26). Burnout score decreased by 18.7%, correlated positively with fear of compassion for self (r = 0.493; p = .011; n = 26) and fear of receiving compassion from others (r = 0.615; p = .001; n = 26). Secondary traumatic stress score decreased by 16.5% but was not correlated with any fear of compassion.
Findings suggest that application of the Compassionate Mind Model might reduce practitioners' fears of compassion linked to a decrease in risk of compassion fatigue.
The Compassionate Mind Model could provide an effective vehicle to promote compassion and nurse well-being.
确定基于慈悲心模型的课程是否能降低学生对慈悲的感知恐惧，并改善他们的职业幸福感。
在护士教育中培养慈悲心是必不可少的，但证明其效果具有挑战性。研究表明，应用慈悲心模型可能会减少学生对慈悲的恐惧，并减轻慈悲疲劳。本研究报告了基于该模型的注册后课程对专科社区公共卫生护士（健康访视）培训的结果。
对健康访视专业学生为期12个月的培训课程进行定量、前瞻性评估。报告遵循观察性研究的STROBE清单。
在课程开始时（时间1）、中点（时间2；+6个月）和结束时（时间3；+12个月）应用慈悲恐惧量表，以评估26名注册后健康访视专业学生（占课程队列的81%）的慈悲恐惧，这些学生在所有三个时间点都提供了数据。同时使用职业生活质量工具来评估慈悲满意度和倦怠/继发性创伤压力（慈悲疲劳）。
在时间1和时间3之间，慈悲恐惧平均得分下降了16.6%-48.5%（重复测量方差分析）；中点得分处于中间水平。在时间3时，慈悲满意度略有提高（+4.1%），与对自身慈悲的恐惧呈负相关（r=-0.602；p=0.001；n=26），与对他人给予慈悲的恐惧呈负相关（r=-0.568；p=0.002；n=26）。倦怠得分下降了18.7%，与对自身慈悲的恐惧呈正相关（r=0.493；p=0.011；n=26），与对他人给予慈悲的恐惧呈正相关（r=0.615；p=0.001；n=26）。继发性创伤压力得分下降了16.5%，但与任何慈悲恐惧均无相关性。
研究结果表明，应用慈悲心模型可能会降低从业者对慈悲的恐惧，这与慈悲疲劳风险的降低有关。
慈悲心模型可以成为促进慈悲和护士幸福感的有效工具。
