Douglas Sheila, Macaden Leah, Muirhead Kevin, Webster Elaine, Ellis Liz
Nursing and Health Sciences, University of Dundee, Dundee, UK.
Nursing Studies, School of Health in Social Science, University of Edinburgh, Edinburgh, UK.
Nurs Open. 2025 Apr;12(4):e70194. doi: 10.1002/nop2.70194.
The aim of the study was to explore how students conceptualise and operationalise dignity with confidence in practice through a human rights lens.
A quantitative study using an online survey questionnaire.
Data were collected using an online survey with 33 questions in three parts: students' conceptualisation of dignity, understanding of human rights and human rights law; students' operationalisation of dignity using a case study designed for this purpose [a fictional character named John]; lastly, students' preferred approaches to dignity education.
Survey findings revealed students' ambiguity or lack of agreement around dignity being associated with human rights and person-centred care. There was a sense of students feeling disempowered or lacking confidence in responding to dignity breaches in care, whilst some participants felt equipped to challenge this by most usually referring to clinical staff such as mentors and charge nurses due to the hierarchy in nursing systems within clinical contexts.
Informed by the findings from this survey, the research team has developed DigniSpace (2024), the first online interactive space for Dignity Education co-produced with students focusing on the concept of dignity (through a consideration of human rights) that has been designed to help students learn more about the concept and to confidently promote and advocate dignity in practice. This is the first such resource to empower students to interrogate the concept of Dignity using the human rights lens and become change agents to promote and advocate dignity in care as a fundamental human right in any practice context.
Findings and outputs from this research have used the context of nursing education as a critical opportunity by placing students at the heart of developing DigniSpace (2024) to support the sustainable development of a culture of confidence to provide person-centred care embedded with dignity.
Findings from this first phase of the study were presented to our project advisory group that included experts with lived experience and their family care partners, who then participated in the co-design workshops in the second phase of the study to develop DigniSpace-a key output from this project.
本研究旨在探讨学生如何通过人权视角在实践中自信地将尊严概念化并付诸实践。
采用在线调查问卷的定量研究。
通过在线调查收集数据，问卷共33个问题，分为三个部分：学生对尊严的概念化、对人权和人权法的理解；学生通过为此设计的案例研究（一个名为约翰的虚构角色）将尊严付诸实践的情况；最后是学生对尊严教育的偏好方法。
调查结果显示，学生们在尊严与人权及以患者为中心的护理之间的关系上存在模糊或不一致的看法。学生们在应对护理中尊严受到侵犯的情况时，感到无力或缺乏信心，而一些参与者认为，由于临床环境中护理系统的层级关系，他们通常会求助于导师和护士长等临床工作人员来应对这一问题。
基于本次调查结果，研究团队开发了DigniSpace（2024），这是首个与学生共同制作的尊严教育在线互动空间，重点关注尊严概念（通过对人权的考量），旨在帮助学生更多地了解这一概念，并在实践中自信地促进和倡导尊严。这是首个此类资源，使学生能够用人权视角审视尊严概念，并成为变革推动者，在任何实践环境中促进和倡导将尊严作为一项基本人权融入护理之中。
本研究的结果和产出将护理教育背景视为一个关键契机，将学生置于开发DigniSpace（2024）的核心位置，以支持建立一种自信文化，提供融入尊严的以患者为中心的护理的可持续发展。
本研究第一阶段的结果提交给了我们的项目咨询小组，该小组包括有实际经验的专家及其家庭护理伙伴，他们随后参与了研究第二阶段的联合设计研讨会，以开发DigniSpace——该项目的一项关键成果。
