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.
目的: 评估以“同情心模型”为基础的课程的成效,该课程旨在促进社区公共卫生专科护士的同情心表达。 背景: 同情心模型指出,对同情的恐惧给同情的流动制造了障碍。有一些证据表明,自我同情与同情护理有关,但此前没有任何研究对注册后社区公共卫生专业护理学生的这种潜力进行过探索。 设计: 前瞻性,纵向设计使用焦点小组访谈。 方法: 26名学生(81%)同意参与更广泛的评估(2014-2015)。在这项研究中,两组参与者(共13名学生)参加了课程中点和终点的录音小组访谈,以探究他们对同情和同情关怀的看法。 对文本进行主题分析: 研究结果:确定了几个次级主题。“国民健康保险制度的文化变革”、“工作量和完成目标”以及“缺乏时间”是同情心护理的障碍,消极的“榜样作用”也是如此。这些都是在“缺乏同情心的文化”这一宏观主题下整理的。其次,将“同情的实现”和“转变”这两个子主题放在一个宏观主题中进行比较:“慈悲的实现”。这一主题从他们之前的角色中发现了潜在的同情心的实现,在一些学生的个人生活中,这一角色的转换暗示了一种超越专业态度的转变。 结论: 课程通过提高学生的自我同情能力和实现以前被压抑的同情,促进了学生在课程期间的同情心的实现。.
Keywords: Specialist Community Public Health Nurses; compassion; education; focus groups; health visitors; model; nurses; nursing; self-compassion.
© 2018 John Wiley & Sons Ltd.