Ali Medical Center, Islamabad, Pakistan; Foundation University Islamabad, Pakistan.
Memorial University of Newfoundland, Canada; DSW, Momentum Support, St John's, Newfoundland, Canada; Swat College of Nursing, Mingora, Pakistan.
J Prof Nurs. 2020 Nov-Dec;36(6):698-706. doi: 10.1016/j.profnurs.2020.09.014. Epub 2020 Oct 3.
There has been increased research on the conceptualization of compassion in nursing. Nursing institutions expect educators to foster student compassion. However, limited research exists on students' perceptions of compassion in nursing.
To develop a comprehensive understanding of students' perspectives of compassion and compassionate care.
A convergent mixed methods design. A purposive sample of 117 students completed an exploratory questionnaire and 17 participated in interviews. Descriptive analysis was used for quantitative data, thematic analysis for qualitative data, and joint displays for mixed analysis.
In total, 83% of students described compassion as "understanding and sharing patients' suffering" and 88% indicated that compassionate care entails "consciously trying to understand patients, their needs, and their suffering". The qualitative themes were, meanings of compassion and compassionate care, ways of developing and fostering compassion, antecedents of compassion and compassionate care, and compassion in practice.
Nursing students realized the importance of compassion for patients and nurses and identified different acts of compassionate care. The students noted the compassionate care entails deliberately caring for the "whole person" and can be fostered through practice, observations, and reflection.
护理学中对同情心的概念化研究有所增加。护理机构期望教育工作者培养学生的同情心。然而，关于学生对护理同情心的看法的研究有限。
全面了解学生对同情心和关爱护理的看法。
采用汇聚式混合方法设计。对 117 名学生进行了一项探索性问卷调查，其中 17 名学生参加了访谈。对定量数据进行描述性分析，对定性数据进行主题分析，对混合分析进行联合展示。
总共 83%的学生将同情心描述为“理解和分享患者的痛苦”，88%的学生表示关爱护理需要“有意识地努力理解患者、他们的需求和他们的痛苦”。定性主题包括同情心和关爱护理的意义、培养和促进同情心的方法、同情心和关爱护理的前因以及实践中的同情心。
护理学生意识到同情心对患者和护士的重要性，并确定了不同的关爱护理行为。学生们注意到，关爱护理需要有意识地照顾“整个人”，并可以通过实践、观察和反思来培养。
