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Sinclair S, Kondejewski J, Jaggi P, Dennett L, Roze des Ordons AL, Hack TF. What Is the State of Compassion Education? A Systematic Review of Compassion Training in Health Care. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2021; 96:1057-1070. [PMID: 33830949 PMCID: PMC8231671 DOI: 10.1097/acm.0000000000004114] [Citation(s) in RCA: 31] [Impact Index Per Article: 10.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/07/2023]
Abstract
PURPOSE To investigate the current state and quality of compassion education interventions offered to health care providers during training or practice, determine how the components of each education intervention map onto the domains of an empirically based clinical model of compassion, and identify the most common approaches to compassion education. METHOD The MEDLINE, Embase, CINAHL Plus with Full Text, Sociological Abstracts, Web of Science, ERIC, and Education Research Complete databases were searched from inception to March 2020 in this systematic review. Studies that evaluated a compassion education intervention for health care providers or those in training to enhance compassion toward patients and/or families were included. A narrative synthesis of the included studies was performed. The components of each intervention were mapped onto the domains of compassion described in the Patient Compassion Model. RESULTS One hundred eight peer-reviewed publications describing 103 interventions were included. Modalities ranged from establishing curricula and interventions in clinical settings to programs that used humanities-based reflective practices, clinical simulation, role modeling, and contemplative practices, with many education interventions adopting a multimodal approach. Most interventions mapped to the virtuous response domain of the Patient Compassion Model; very few mapped to the other domains of this model. CONCLUSIONS Most interventions were limited as they focused on a single domain of compassion; did not adequately define compassion; were assessed exclusively by self-report; were devoid of a comparator/control group; and did not evaluate retention, sustainability, and translation to clinical practice over time. The authors suggest that compassion education interventions be grounded in an empirically based definition of compassion; use a competency-based approach; employ multimodal teaching methods that address the requisite attitudes, skills, behaviors, and knowledge within the multiple domains of compassion; evaluate learning over time; and incorporate patient, preceptor, and peer evaluations.
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Affiliation(s)
- Shane Sinclair
- S. Sinclair is associate professor and director, Compassion Research Lab, Faculty of Nursing, University of Calgary, Calgary, Alberta, Canada
| | - Jane Kondejewski
- J. Kondejewski is research assistant, Compassion Research Lab, Faculty of Nursing, University of Calgary, Calgary, Alberta, Canada
| | - Priya Jaggi
- P. Jaggi is research coordinator, Compassion Research Lab, Faculty of Nursing, University of Calgary, Calgary, Alberta, Canada
| | - Liz Dennett
- L. Dennett is librarian, Scott Health Sciences Library, University of Alberta, Edmonton, Alberta, Canada
| | - Amanda L. Roze des Ordons
- A.L. Roze des Ordons is clinical associate professor, Department of Critical Care Medicine and Division of Palliative Medicine, Department of Oncology, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada
| | - Thomas F. Hack
- T.F. Hack is professor, College of Nursing, Rady Faculty of Health Sciences, University of Manitoba, and director, Psychosocial Oncology & Cancer Nursing Research, St. Boniface Hospital Research Centre, Winnipeg, Manitoba, Canada
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Caz B, Sarmasoglu Kilikcier S. Interaction with an ostomy patient in a laboratory setting: Expectations and experiences of first-year nursing students. NURSE EDUCATION TODAY 2021; 96:104638. [PMID: 33189000 DOI: 10.1016/j.nedt.2020.104638] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/29/2020] [Revised: 10/02/2020] [Accepted: 10/13/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Interacting with real patients is an important component of nursing education in all learning settings. OBJECTIVES This study aimed to determine the expectations and experiences of first-year nursing students' interaction with a real patient with an ostomy in the clinical skill laboratory. METHOD The phenomenological qualitative study was carried out with 17 first-year undergraduate nursing students. Data was collected via focus group interviews during pre- and post-nursing students and real patient with an ostomy interaction. Semi-structured questions were used during the focus group interviews. The data were analyzed by inductive content analysis method. RESULTS The findings are presented under two contexts: expectations of first-year nursing students related to interaction with an ostomy patient and experiences of first-year nursing students related to interaction with an ostomy patient. The two contexts were divided into five main themes: Emotions regarding interaction with a real patient with an ostomy, providing ostomy care to a real patient with an ostomy, predictions for living with an ostomy, effects of interaction with a real patient with an ostomy, and real patient engagement in nursing education. CONCLUSIONS In consequence of the research, the first-year nursing students were enthusiastic about the interaction with the real patient. The most important contribution to interaction with a patient was breaking down the prejudices of students concerning being a patient and having an illness. Real patients should engage in varied learning environments in nursing education, particularly via patients with different illnesses and health conditions.
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Affiliation(s)
- Busra Caz
- Gazi University Faculty of Medicine Training and Research Hospital, 06560 Ankara, Turkey.
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Soon YE, Murray CM, Aguilar A, Boshoff K. Consumer involvement in university education programs in the nursing, midwifery, and allied health professions: a systematic scoping review. Int J Nurs Stud 2020; 109:103619. [PMID: 32531570 DOI: 10.1016/j.ijnurstu.2020.103619] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/30/2020] [Accepted: 04/18/2020] [Indexed: 10/24/2022]
Abstract
BACKGROUND Incorporating consumers' voices in tertiary education curricula is an ongoing initiative of educators of health professions in order to facilitate students' readiness for consumer-based practice and to meet accreditation standards. Consequently, educators within these professions use a range of different strategies to involve, recruit and retain consumers. To date, no study has attempted to consolidate the different strategies used by nursing, midwifery and allied health educators to involve, recruit and retain consumers. Consolidating these strategies will lead to a sharing of ideas, which would be of benefit to educators looking for ways to involve consumers in their programs. OBJECTIVES This scoping review aimed to identify how consumers are involved, recruited and retained in nursing, midwifery and allied health curricula, as reported within research from these professions. DESIGN The scoping review was carried out and reported according to the PRISMA Extension for Scoping Reviews. DATA SOURCES Eight electronic databases were searched on 8th January 2019 for English, peer-reviewed primary literature without limiting publication date. The databases were: Cochrane Library, Embase, Emcare, ERIC: Educational Resources Information Center database, Joanna Briggs Institute EBP database, Medline, Scopus, and Web of Science. REVIEW METHODS The screening of studies was based on selection criteria and involved a two-stage process conducted by two independent reviewers. Once the studies were identified, two reviewers were involved in the charting process of each study. A form was developed to extract information regarding types of consumer involvement and strategies to recruit and retain consumers. Key concepts were then identified across the charted data and categorised and synthesised based on common characteristics or keywords. RESULTS From 2334 studies, a total of 58 articles were included. Four main areas for consumer involvement types and eight strategies for recruitment and retention were identified and mapped across the studies. CONCLUSION The collated findings allow idea sharing among educators from these professions on the various types of consumer involvement, recruitment and retention strategies. Enriching tertiary education programs with consumer input enhances student learning and assists these professions to meet accreditation standards.
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Affiliation(s)
- Yong En Soon
- Occupational Therapy Honours Student, University of South Australia, Adelaide, South Australia, Australia
| | - Carolyn M Murray
- Lecturer in Occupational Therapy, University of South Australia, PO Box 2471, Adelaide, South Australia, Australia 5001.
| | - Alejandra Aguilar
- Lecturer in Occupational Therapy, University of South Australia, PO Box 2471, Adelaide, South Australia, Australia 5001.
| | - Kobie Boshoff
- Senior Lecturer in Occupational Therapy, University of South Australia, International Centre for Allied Health Evidence, Adelaide, South Australia, Australia, 5001.
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Anstey S, Hale R, Ryan J, Tyler H, Girt E, Radley L, Nathan M, Job C, Chivers E, Cleves A, Tish S, Gould D. Giving primacy to the voices of people affected by cancer (PABC) in shaping educational innovations—An exploratory qualitative study. Cancer Rep (Hoboken) 2019. [DOI: 10.1002/cnr2.1189] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022] Open
Affiliation(s)
- Sally Anstey
- School of Healthcare Sciences (HCARE)Cardiff University Cardiff UK
| | - Rachel Hale
- School of Social SciencesUniversity of Warwick Coventry UK
| | - Jane Ryan
- School of Healthcare Sciences (HCARE)Cardiff University Cardiff UK
| | | | | | | | - Martina Nathan
- School of Healthcare Sciences (HCARE)Cardiff University Cardiff UK
| | - Claire Job
- School of Healthcare Sciences (HCARE)Cardiff University Cardiff UK
| | - Erica Chivers
- School of Healthcare Sciences (HCARE)Cardiff University Cardiff UK
| | - Anne Cleves
- Velindre Cancer Centre (VCC) Cardiff UK
- Velindre NHS Trust LibraryCardiff University Library Service Cardiff UK
| | | | - Dinah Gould
- School of Healthcare Sciences (HCARE)Cardiff University Cardiff UK
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Stuhlmiller C, Tolchard B. Understanding the impact of mental health placements on student nurses’ attitudes towards mental illness. Nurse Educ Pract 2019; 34:25-30. [DOI: 10.1016/j.nepr.2018.06.004] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/09/2016] [Revised: 04/16/2018] [Accepted: 06/08/2018] [Indexed: 11/29/2022]
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Heidke P, Howie V, Ferdous T. Use of healthcare consumer voices to increase empathy in nursing students. Nurse Educ Pract 2018; 29:30-34. [DOI: 10.1016/j.nepr.2017.11.007] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/16/2016] [Revised: 10/25/2017] [Accepted: 11/12/2017] [Indexed: 01/10/2023]
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Warren A, Hughes M, Fry J, Cescutti-Butler L. Involvement in midwifery education: Experiences from a service user and carer partnership. ACTA ACUST UNITED AC 2017. [DOI: 10.12968/bjom.2017.25.8.524] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Angela Warren
- Service user and carer coordinator, PIER Partnership, Bournemouth University
| | - Mel Hughes
- Principal academic in Social Work, and academic lead for PIER partnership, Bournemouth University
| | - Jane Fry
- Senior lecturer in Midwifery, Bournemouth University
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Thompson J, Tiplady S, Hutchinson A, Cook G, Harrington B. Older people’s views and experiences of engagement in standardised patient simulation. BMJ SIMULATION & TECHNOLOGY ENHANCED LEARNING 2017; 3:154-158. [DOI: 10.1136/bmjstel-2017-000197] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 04/10/2017] [Indexed: 11/04/2022]
Abstract
BackgroundThe last two decades have witnessed initiatives aimed at improving the care of older people, including educating nurses so that they are equipped with the skills to care for older people with frailty and complex multimorbidities. It has been suggested that involvement of older service users in nurse education can facilitate the development of nurses’ caring skills by promoting understanding of the reality of older people’s situations. One method of involving older service users is standardised patient simulation (SPS). While some recent studies have acknowledged the importance of considering standardised patients’ experiences and perceptions of simulation, to date few have focused specifically on the experiences of older people.MethodsIn this qualitative study, data were collected via focus groups, whereby older people were invited to discuss their views and experiences of involvement in SPS. Data were analysed using open coding.FindingsFour themes emerged from the data, demonstrating that involving older people in SPS may be beneficial for their well-being. The four themes were: ‘using personal experiences to improve care’, ‘having a sense of purpose’, ‘preparation and support for SPS’ and ‘feeling appreciated’.DiscussionWhile most participants reported that they enjoyed the SPS activities, engagement appeared to have had a much deeper significance for them. Many participants’ responses suggested that involvement assisted them to ‘make sense’ of their experiences of illness and healthcare, and also gave a sense of purpose, of belonging and of being valued.ConclusionFindings support the need for nurse educators to consider developing SPS programmes that involve older people.
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Radiotherapy education: A major contribution to practice and to the education and training of practitioners in radiotherapy: an interview with Dr Denyse Hodgson, Discipline Leader, Radiotherapy and Oncology Department, Sheffield Hallam University, Sheffield, UK. JOURNAL OF RADIOTHERAPY IN PRACTICE 2017. [DOI: 10.1017/s1460396916000534] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
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Expert patient perspectives on radiotherapy: a phenomenological comparison. JOURNAL OF RADIOTHERAPY IN PRACTICE 2017. [DOI: 10.1017/s1460396916000625] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
Abstract
AbstractBackgroundPatient involvement in health profession student training is becoming more common and includes clinical case studies, informing curriculum development and active teaching in dedicated patient experience sessions. Despite a growing evidence base supporting patient involvement, there is little published data concerning motivation for involvement. A qualitative study was performed to provide narrative relating to patient experiences in expert patient sessions on an undergraduate radiation therapy course.MethodsA phenomenological approach utilised semi-structured interviews with two expert patients from different backgrounds. A common set of questions were used for each participant. Interviews were digitally recorded and transcribed before thematic coding.ResultsBoth participants identified areas of similarity as well as key difference in their experiences. Both had different levels of public speaking experience as well as different levels of knowledge relating to radiation therapy treatment. Both found the initial session emotional but ultimately enjoyed the process and found it cathartic.ConclusionThe patients enjoyed this experience and identified clear value of the teaching for themselves and the students. Previous public speaking or clinical experience seemed to have limited impact on patient experience and suggested the vulnerability of the situation. Both had different perspectives of their fellow patients and their role in the healthcare partnership. These findings indicate the value of ensuring students have access to a range of perspectives from different patients.
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Dobrowolska B, Palese A. The caring concept, its behaviours and obstacles: perceptions from a qualitative study of undergraduate nursing students. Nurs Inq 2016; 23:305-314. [PMID: 27472194 DOI: 10.1111/nin.12143] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/25/2016] [Indexed: 12/30/2022]
Abstract
Developing caring competences is considered to be one of the most important aims of undergraduate nursing education and the role of clinical placement is recognised as special in this regard. Students' reflection on caring, their experience and obstacles in being caring is recommended as a key strategy in the process of teaching and studying the nursing discipline. Therefore, the aim of this study was to describe the concept of caring, its manifestations and possible obstacles while caring, as perceived by first-year nursing students before and after their first clinical placement. Qualitative content analysis of 15 Polish students' narratives written before and after their clinical experience in the form of text-diaries was undertaken. The findings revealed that students entered their nursing education with a deep humanistic vision of caring both on theoretical and practical levels and the first clinical placement has enriched this vision. Expressive caring was more appreciated by students than the instrumental one and their concept of caring was coherent with the caring behaviours as described in their narratives. Several internal and external obstacles for caring have been reported by students, indicating a specific tension between their ideal of caring and their practical experience of caring in the clinical reality.
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Affiliation(s)
- Beata Dobrowolska
- Faculty of Health Sciences, Medical University of Lublin, Lublin, Poland
| | - Alvisa Palese
- School of Nursing, University of Udine, Udine, Italy
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Ward S, Benbow J. The role of service-user feedback in undergraduate nursing courses. BRITISH JOURNAL OF NURSING (MARK ALLEN PUBLISHING) 2016; 25:752-756. [PMID: 27409785 DOI: 10.12968/bjon.2016.25.13.752] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Abstract
There is an increasing expectation that service users should contribute in a meaningful way to student nurse education courses. This article describes how service-user feedback on undergraduate student nurses' performance during practice learning opportunities (PLOs) gives an insight into the qualities service users value in student nurses. At Cardiff University, the new Bachelor of Nursing course, launched in September 2012, took into account the Nursing and Midwifery (NMC) standards for preregistration, implementing a mechanism for service users to feed back on students' clinical performance. To facilitate this service, user/carer feedback pages were inserted into the students' bound clinical practice portfolio. A large sample of the clinical portfolios (n=100) from one cohort across adult, child and mental health nursing fields were examined at the end of year 1, year 2 and again at the end of year 3, and service users' comments collated. In considering the words used by service users, the authors propose that they reflected the six fundamental values-or 6Cs-of care, compassion, competence, communication, courage and commitment that underpin the delivery of excellent care. Conclusions drawn from the feedback were that students exhibited the caring and professional qualities that service users value, and indeed showed the dignity and respect for patients and people that the profession demands.
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Affiliation(s)
- Sue Ward
- Lecturer (Adult Nursing), School of Healthcare Sciences, Cardiff University, Wales
| | - Judith Benbow
- Senior Lecturer (Adult Nursing), School of Healthcare Sciences, Cardiff University, Wales
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Hodgson D. Patient and Carer Involvement in the Radiotherapy Curriculum: The Impact on Students' Professional Development. J Med Imaging Radiat Sci 2014; 45:382-389. [DOI: 10.1016/j.jmir.2014.08.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/21/2014] [Revised: 08/10/2014] [Accepted: 08/11/2014] [Indexed: 10/24/2022]
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