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通过专为社区公共卫生护士而设的创新的同情课程,释放潜在的同情
Author(s) -
Pettit Ann,
McVicar Andrew,
KnightDavidson Pamela,
ShawFlach Adelle
Publication year - 2019
Publication title -
journal of advanced nursing
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.948
H-Index - 155
eISSN - 1365-2648
pISSN - 0309-2402
DOI - 10.1111/jan.13928
Subject(s) - compassion , curriculum , empathy , psychology , health care , nursing , focus group , medicine , social psychology , sociology , pedagogy , political science , anthropology , law
Aims To evaluate the impact of a curriculum based on the Compassionate Mind Model (CMM) designed to facilitate the expression of compassion in Specialist Community Public Health Nurses. Background The CMM identifies that fear of compassion creates a barrier to the flow of compassion. There is some evidence linking self‐compassion to compassionate care but no previous research has explored this potential with postregistration specialist community public health nursing students. Design Prospective, longitudinal design using focus group interviews. Methods Twenty six students (81% of cohort) agreed to participate in a wider evaluation (2014–2015). For this study, two groups were drawn from those participants (total 13 students) who attended audio‐taped group interviews at the course mid‐ and end‐points to explore their perceptions on compassion and compassionate care. Transcripts were analysed thematically. Findings Several subthemes were identified. “Cultural change in the NHS”, “Workload and meeting targets” and “Lack of time were barriers to compassionate care, as was negative “Role modelling”. These were collated under a macro‐theme of “A culture lacking in compassion”. Secondly, the subthemes “Actualization of compassion” and “Transformation” were collated within a macro‐theme: “Realization of compassion”. This theme identified realization of latent compassion from their previous roles that in some transferred into students’ personal lives suggesting a transformation beyond professional attitude. Conclusion The curriculum facilitated a realization of compassion in students over the period of the course by enhancing their capacity to be self‐compassionate and by actualization of compassion that had previously been suppressed.