Stakeholder perspectives of compassion in nursing: The development of the compassion strengths model

• Published in: Journal of advanced nursing 2019-11, Vol.75 (11), p.2910-2922
• Main Authors: Durkin, Mark, Gurbutt, Russell, Carson, Jerome
• Format: Article
• Language: English
• Subjects: Compassion; Competence; Content analysis; Empathy; Motivation; nurse education; Nurse tutors; Nurses; Nursing; Nursing education; Professional practice; qualitative; Self care; Soft skills; Stakeholders; strengths; Students; Sympathy; Teaching
• ISSN: 0309-2402; 1365-2648
• DOI: 10.1111/jan.14134

Aims To explore stakeholder perspectives of compassion in nursing. Background Studies show that nurses’ compassion can be characterized by 11 characteristics. A growing body of research illustrates how courses aimed at teaching nursing students about compassion can be effective. Including the views of key stakeholders in the design of these programmes is recommended, yet the number of studies that have explored this are limited. Design This study used a qualitative exploratory design, applying a directed content and thematic analysis to the data. Methods Key stakeholders (N = 34), including nurse educators, nursing students, registered nurses and service user/patients, were recruited between September 2016 ‐ July 2017. Focus groups and semi‐structured one‐to‐one interviews were conducted. Data were transcribed verbatim. Directed content analysis and thematic analysis were applied to transcripts to address two separate research questions. Results In relation to question 1, ‘What are the characteristics of a compassionate nurse’? eight themes: (a) character; (b) self‐care; (c) connection; (d) empathy; (e) interpersonal skills; (f) communication; (g) competence; and (h) engagement, emerged from the content analysis. For question 2, ‘How can compassion be taught to nursing students’? there were five separate themes that emerged from the thematic analysis: (a) beliefs about teaching compassion; (b) motivation; (c) the 5 W’s needed to teach compassion to nursing students; (d) barriers to compassion in practice;  and (e) compassion requires strength Conclusion The findings of this research support previous research into compassion in nursing. The Compassion Strengths model may serve as a framework for nursing students and nurses’ compassionate practice. This may also assist nurses internationally to develop further research in this vital area. 目的 探索利益关系人对同情式护理服务的观点。 背景 研究证明护士的同情可被分为11种类型。一个发展中的研究团队发现使教授护理学生同情课程更高效的方法。这个方法就是将利益关系人的观点包括在同情式护理服务中,尽管有关研究非常有限。 设计 此研究使用非功能性探索设计,采集指导内容和使用主题分析法分析数据。 方法 从2016年9月到2017 年7月研究参与者有34位利益关系人(N=34)。利益关系人包括护理教育者、护理学生、注册护士、服务用户/病人。我们对所有参与者进行半结构式一对一采访。完整记录所有数据。对数据进行指导内容分析和主题分析以解答此研究的两大问题。 结果 问题1 ,同情式护理的特点是什么?根据内容分析的八大主题(a)性格(b)自我护理(c)连接(d)同情(e)人际交往能力(f)交流(g)能力(h)投入。问题2,如何教给护理学生同情心?根据主题研究得出的5大主题(a)教学同情的观点(b)动力(c)教授同情必要的5个词语(d)护理实践中会遇到的阻碍同情的障碍(e)需要力量的同情。 结论 研究的发现证实了之前对同情式护理的研究。同情力量模式将作为护理学生和护士练习同情式护理的框架。此研究也会对全球所有护士有所帮助,促进对此领域的研究。