Jamali Mahboobeh, Farokhzadian Jamileh, Torkaman Mahya, Miri Sakineh
Nursing Research Center, Kerman University of Medical Sciences, Kerman, Iran.
Student Research Committee, Kerman University of Medical Sciences, Kerman, Iran.
BMC Nurs. 2025 Jul 1;24(1):753. doi: 10.1186/s12912-025-03401-5.
Given the fundamental role of compassionate care in nursing, it is essential to integrate strategies that enhance self-compassion and compassion for others into nursing education. This study aimed to investigate the effect of inquiry-based stress reduction on self-compassion and compassion for others among undergraduate nursing students.
This quasi-experimental study employed a pretest-posttest control group design. Seventy third-year nursing students were selected using a convenience sampling method and then randomly assigned to either an intervention group (n = 35) or a control group (n = 35). The intervention group participated in an inquiry-based stress reduction program consisting of two-hour sessions held twice weekly for three weeks, while the control group received no intervention. All participants completed the Sussex-Oxford Compassion for Others Scale and the Self-Compassion Scale before and one month after the intervention.
The results revealed a statistically significant increase in self-compassion score of the intervention group after the intervention (87.68 ± 10.84) compared to before the intervention (75.4 ± 11.91) (P < 0.001, Cohen's d = 1.07, with a very large effect). However, the control group showed no significant change in self-compassion scores before and after the intervention (74.74 ± 11.39 vs. 75.88 ± 11.32) (P = 0.12). Similarly, the intervention group experienced a significant increase in compassion for others score after the intervention (57.3 ± 6.9) compared to before the intervention (42.6 ± 5.3) (P < 0.001, Cohen's d = 2.38, with a very large effect). However, the control group showed no significant change in compassion for others scores before and after the intervention (42.2 ± 5.3 vs. 43.4 ± 5.2) (P = 0.06).
The inquiry-based stress reduction program enhanced self-compassion and compassion for others among nursing students. This intervention is recommended for medical students, particularly nursing students, who often work in demanding hospital environments with direct patient interaction, to mitigate stress in clinical settings.
Not applicable.
鉴于关怀护理在护理工作中的基础性作用，将增强自我关怀和对他人的关怀的策略融入护理教育至关重要。本研究旨在调查基于探究的减压对本科护理学生自我关怀和对他人关怀的影响。
本准实验研究采用前测-后测对照组设计。采用便利抽样法选取70名三年级护理学生，然后随机分为干预组（n = 35）和对照组（n = 35）。干预组参加了一个基于探究的减压项目，该项目包括每周两次、每次两小时、为期三周的课程，而对照组未接受任何干预。所有参与者在干预前和干预后一个月完成了《苏塞克斯-牛津他人关怀量表》和《自我关怀量表》。
结果显示，干预后干预组的自我关怀得分（87.68±10.84）与干预前（75.4±11.91）相比有统计学显著提高（P < 0.001，科恩d值 = 1.07，效果非常显著）。然而，对照组在干预前后的自我关怀得分没有显著变化（74.74±11.39对75.88±11.32）（P = 0.12）。同样，干预组在干预后的他人关怀得分（57.3±6.9）与干预前（42.6±5.3）相比有显著提高（P < 0.001，科恩d值 = 2.38，效果非常显著）。然而，对照组在干预前后的他人关怀得分没有显著变化（42.2±5.3对43.4±5.2）（P = 0.06）。
基于探究的减压项目增强了护理学生的自我关怀和对他人的关怀。建议将此干预措施应用于医学生，尤其是护理学生，他们经常在要求苛刻的医院环境中工作且直接与患者互动，以减轻临床环境中的压力。
不适用。
