Bursa Uludağ University Faculty of Health Sciences, Nursing Department, Public Health Nursing Department, Bursa, Turkey.
Nurse Educ Today. 2023 Nov;130:105951. doi: 10.1016/j.nedt.2023.105951. Epub 2023 Aug 26.
It is an important competence for nurses to develop compassion emotions during their education. Studies emphasize compassion as one of the most important components of spiritual care, suggesting that spiritual care begins with compassionate relationships. However, there is no study about the relationship between these two concepts in nursing students.
To determine the level of perceived compassion and perceived spiritual care in nursing students and to reveal the effect of compassion on perceived spiritual care.
Cross-sectional study.
The faculty of health sciences of a state university in Turkey.
Nursing students at the faculty where the study was conducted in the fall academic semester of the 2022-2023 academic year.
The population of the study consisted of 1st, 2nd, 3rd, and 4th grade nursing students at the faculty of health sciences of a state university in the fall academic year of the 2022-2023 academic year (N = 720). The study was completed with a total of 440 nursing students. Data were collected online using a sociodemographic information form, the Compassion Scale and the Spiritual Care-Giving Scale between October 10 and November 20, 2022 via Google Forms.
The students scored 98.72 ± 12.16 (high) on the Compassion Scale and 146.47 ± 28.92 (high) on the Spiritual Care Giving Scale. There was a significant positive correlation between their perceived compassion and spiritual care giving mean scores (r = 0.440; p < 0.01). The explanatory power of the regression model was 0.292, suggesting that 29.2 % of the variance of spiritual care-giving can be explained by compassion.
The students reported high levels of perceived compassion and perceived spiritual care. Compassion is an important component in the formation of perceived spiritual care in nursing students. Further studies in diverse populations will be useful for the comparisons of relevant results.
培养护士的同情心是教育的重要内容。研究强调同情心是精神关怀最重要的组成部分之一，表明精神关怀始于富有同情心的关系。然而，目前没有关于护理学生这两个概念之间关系的研究。
确定护理学生感知同情心和感知精神关怀的水平，并揭示同情心对感知精神关怀的影响。
横断面研究。
土耳其一所州立大学的健康科学学院。
在 2022-2023 学年秋季学术学期在该学院进行研究的护理专业的 1 至 4 年级学生。
研究对象为 2022-2023 学年秋季学术学期一所州立大学健康科学学院 1 至 4 年级护理专业的学生（N=720）。共有 440 名护理学生完成了这项研究。2022 年 10 月 10 日至 11 月 20 日，通过谷歌表格以在线形式使用社会人口学信息表、同情心量表和精神关怀量表收集数据。
学生在同情心量表上的得分为 98.72±12.16（高），在精神关怀量表上的得分为 146.47±28.92（高）。他们感知的同情心和精神关怀给予的平均得分之间存在显著的正相关（r=0.440；p<0.01）。回归模型的解释力为 0.292，这表明精神关怀给予的 29.2%的方差可以用同情心来解释。
学生报告了高水平的感知同情心和感知精神关怀。同情心是护理学生感知精神关怀形成的重要组成部分。在不同人群中进行进一步的研究，将有助于比较相关结果。
