Coster Samantha, Gould Rebecca L, Coulson Mark, Norman Ian James
Research Fellow, Florence Nightingale Faculty of Nursing, Midwifery and Palliative Care, King's College London, London.
Lecturer, Division of Psychiatry, Faculty of Brain Sciences, University College London, London.
Int J Nurs Stud Adv. 2020 Jun 14;2:100004. doi: 10.1016/j.ijnsa.2020.100004. eCollection 2020 Nov.
Compassion is an important component of nursing care, but public enquiries into care failures have noted that it is not always evident. Mindfulness interventions have the potential to support compassion. However, the feasibility of delivering a mindfulness intervention at scale to nursing students has not been established.
To develop and test the feasibility and acceptability of a tailored mindfulness based online intervention to foster compassion in nursing students within clinical practice.
A randomised feasibility study with a waiting list control.
A UK nursing faculty within a large university.
Post-graduate, post-registration and pre-registration nursing students ( = 77).
An online five module mindfulness based intervention (Mindful Nursing Online) was developed and tailored to support compassion in clinical nursing. The feasibility study comprised 77 participants randomised in a 2:1 ratio into an immediate access group (intervention, = 50) or a delayed access group (waiting list control, = 27). Data on feasibility through completion, attrition and practice rates, were collected through follow-up questionnaires at post-intervention, and 14 and 20 weeks after baseline. Acceptability data was collected through semi-structured interviews with 12 participants.
Non-completion rates were high with all five modules completed by only 28% ( = 14) of participants, and three modules completed by only 46% ( = 23). The most commonly cited reason for non-completion was lack of time. However, the interview data suggested those who completed the intervention were using mindfulness techniques in practice. They described feeling less stressed on the ward, having an increased focus on patients and a greater appreciation of the importance of self-care. Evaluative feedback therefore showed that the intervention was perceived to be effective at promoting mindfulness skills and was relevant to nursing work.
Minimising attrition and enhancing engagement with the intervention should be the key objectives of a future study. Feedback from participants who completed the intervention indicates that a brief mindfulness intervention delivered online may support the delivery of compassionate nursing care.
同情心是护理工作的重要组成部分，但针对护理失误的公众调查指出，同情心并非总是显而易见的。正念干预有可能促进同情心。然而，尚未确定大规模向护理专业学生提供正念干预的可行性。
开发并测试一种量身定制的基于正念的在线干预措施，以培养护理专业学生在临床实践中的同情心，并测试其可行性和可接受性。
一项设有等待名单对照组的随机可行性研究。
一所大型大学内的英国护理学院。
研究生、注册后和注册前的护理专业学生（n = 77）。
开发了一个基于正念的在线五模块干预措施（《在线正念护理》），并进行了量身定制，以支持临床护理中的同情心培养。可行性研究包括77名参与者，以2:1的比例随机分为即时接入组（干预组，n = 50）或延迟接入组（等待名单对照组，n = 27）。通过干预后以及基线后14周和20周的随访问卷收集有关完成情况、损耗率和练习率的可行性数据。通过对12名参与者进行半结构化访谈收集可接受性数据。
未完成率很高，所有五个模块只有28%（n = 14）的参与者完成，三个模块只有46%（n = 23）的参与者完成。未完成的最常见原因是时间不足。然而，访谈数据表明，完成干预的人在实践中使用了正念技巧。他们表示在病房里压力减轻，更加关注患者，并且更加意识到自我护理的重要性。因此，评价反馈表明，该干预措施被认为在促进正念技能方面有效，并且与护理工作相关。
尽量减少损耗并提高对干预措施的参与度应是未来研究的关键目标。完成干预的参与者的反馈表明，在线提供的简短正念干预可能有助于提供富有同情心的护理。
