Self-compassion influences the caring behaviour and compassion competence among saudi nursing students: A multi-university study

The relationship between compassion competence, caring behaviours, and professional commitment among nursing students: a cross-sectional study

BACKGROUND AND OBJECTIVE

compassion plays a crucial role in providing high-quality healthcare. In recent years, there has been a growing emphasis on compassion and compassion competence within the nursing and healthcare professions. Training and developing compassion competence in nursing students is an essential aspect of the educational process to ensure these skills are effectively applied in clinical interactions. This study aims to assess the level of compassion competence among nursing students and explore its relationship with caring behaviours and professional commitment.

METHODOLOGY

This cross-sectional study was conducted on nursing students at Tabriz Faculty of Nursing and Midwifery from Sep to Dec 2023. A total of 200 nursing students were selected by random sampling method using Random Number Generator software. Data were collected by Compassion Competence Scale, Caring behaviours Scale, and Professional Commitment Scale. Data analysis was done by SPSS ver. 26 software.

FINDINGS

The results indicated that the mean total score of compassion competence was 4.02 ± 0.50 out of 5. The higher mean score (4.16 ± 0.63) belonged to the sensitivity domain and the lower score (3.84 ± 0.66) belonged to the insight domain. Furthermore, the mean score for caring behaviours was 121.03 ± 14.88 from a maximum possible score of 144, and the average score for professional commitment was 71.12 ± 13.13 out of 104. The results showed a significant positive relationship between students' compassion competence and caring behaviours (r = 0.70, p < 0.001), compassion competence and professional commitment (r = 0.41, p < 0.001) and between caring behaviours and professional commitment (r = 0.48, p < 0.001).

CONCLUSION

The findings highlight the essential role of developing compassion within nursing education. By strengthening students' compassion skills, educational institutions can enhance patient care quality and promote professional commitment among future nurses. Employing compassion focused strategies to nurture this competence in nursing students will result in a more empathetic and committed nursing workforce, benefiting both healthcare providers and patients.

The mediating effects of altruistic behavior and communication skills between self-compassion and caring ability in nursing undergraduates

INTRODUCTION

Caring ability is a necessary ability for nursing staff, which can be improved through acquired training. The cultivation of students' caring ability is the key to determine the quality of nursing in the future. While there is an extensive body of literature on the caring abilities of nursing students, numerous factors influence these abilities, and there remains a paucity of research on the nexus between self-compassion and caring ability. This study aimed to investigate the mediating roles of altruistic behavior and communication skills in the relationship between self-compassion and caring ability among nursing students.

METHODS

The subjects of this study were 1567 undergraduate nursing students from four universities in different regions of China. An online survey was conducted using the Caring Ability Inventory (CAI), Self-Compassion Scale (SCS), Altruistic Behavior Questionnaire of College Students (ABQ-CS), and Supportive Communication Scale (SCS). SPSS 25.0 was utilized for descriptive analysis, independent sample t-tests, variance analysis, and Pearson correlation analysis. AMOS 23.0 was employed for mediation analysis.

RESULTS

The total scores of caring ability was 184.65 ± 23.65. The results showed that caring ability was significantly correlated with self-compassion(r = 0.614,P<0.001), altruistic behavior (r = 0.698,P<0.001) and supportive communication skills (r = 0.581,P<0.001). The direct effects of self-compassion (β = 0.304;0.259 ~ 0.349), altruistic behavior (β = 0.429;0.380 ~ 0.477), communication skills (β = 0.151; 0.110 ~ 0.194) on caring ability were confirmed. The self-compassion has indirect effects (β = 0.312;0.278 ~ 0.348) on caring ability by altruistic behavior and supportive communication skills among nursing student. The indirect effects accounted for total effect 30.88% with the direct effects accounted 69.12%.

CONCLUSIONS

The caring ability of nursing students is at the medium level. The altruistic behavior and communication skills of nursing students have mediating roles between self-compassion and caring ability. To improve caring ability for nursing students, educational strategies must be created to improve the self-compassion, altruistic behavior and communication skills. Interventions that self-compassion nursing students have the potential to enhance caring ability.

Self-compassion, academic stress, and academic self-efficacy among undergraduate nursing students: a cross-sectional, multi-center study

BACKGROUND

According to the literature, academic stress, academic self-efficacy, and self-compassion are the most effective variables that affect nursing students' psychological health and learning engagement. This study aimed to examine the relationship between self-compassion, academic stress, and academic self-efficacy among undergraduate nursing students.

METHODS

We conducted this descriptive cross-sectional study in 2024 using convenience sampling to recruit nursing students. The study involved 200 nursing students from three Iranian universities of medical sciences. Data for the study were collected using demographic questionnaires, Self-Compassion Scale-Short Form (SCS-SF), and Academic Self-Efficacy and Stress Scale.

RESULTS

The mean score of academic stress, academic self-efficacy, and self-compassion was 78.39 ± 47.27, 180.99 ± 53.43, and 42.29 ± 8.58, respectively. There was a significant relationship between self-compassion and academic stress (r=-0.42, P < 0.001), self-compassion and academic self-efficacy (r = 0.57, P < 0.001), and academic self-efficacy and academic stress (r=-0.45, P < 0.001). Self-compassion was significantly associated with academic stress and academic self-efficacy of nursing students, such that with one unit increase in self-compassion score, the likelihood of having a low level of academic stress and having a high level of academic self-efficacy increased by 10% and 13%, respectively.

CONCLUSION

The outcomes of this study magnify the significance of implementing interventions that focus on enhancing self-compassion and academic self-efficacy among these students. This approach would effectively reduce perceived stress and its associated outcomes, ultimately leading to enhanced student experiences.

CLINICAL TRIAL NUMBER

Not applicable.

Spirituality, Religiosity, Caring Behavior, Spiritual Care, and Personalized Care Among Student Nurses: A Descriptive Correlational Study in the Philippines

This study sought to determine the student nurses' spirituality, religiosity, caring behavior, spiritual care, and personalized care. Further, it sought to determine the relationship between spirituality, religiosity, and caring behavior in student nurses' spiritual care and personalized care. The study used a descriptive correlational design using convenience sampling to collect data from 1248 student nurses in the Philippines from December 2023 to February 2024. We collected data using the Spirituality and Spiritual Care Scale rating scale and the Caring Behaviors Inventory. The study revealed that the mean scores of the students in their "spirituality" and "religiosity" were 4.08 (SD = 0.98) and 2.99 (SD = 1.26), respectively. Student nurses had sufficient confidence and skills in spiritual care, caring behavior, and personalized care. The students' age had a weak and negative association with the students' spirituality and religiosity. Students from University A had higher levels of spirituality and religiosity than students from University B, University C, and University D. Students in the 4th year level were more religious than 3rd year students. Students who had their last clinical exposure in the Admission and emergency room reported poorer caring behaviors than those who had previous clinical exposure in the Medical-surgical ward, Obstetrics and gynecology, Intensive Care Units, and Community. There is no significant relationship between a student nurse's spiritual care and caring behavior. This trend is similar to caring behavior and personalized care. The students' age predicts their personalized care.

The relationship between compassion competence, satisfaction, and professional commitment levels

BackgroundThe compassionate presentation of caregiving skills, which constitute the building block of nursing care, directly affects the quality of health services. It is extremely important for the future of the nursing profession to develop compassion competence and satisfaction in students who are candidates for the nursing profession and to reveal their level of commitment to the profession.Research aimThis study examined the correlation between compassion competence, compassion satisfaction, and professional commitment levels of nursing students.Research designThe study was conducted as a descriptive-correlational research.Participants and research contextThe study was conducted between 01.05.2023 and 01.10.2024 with nursing students continuing their education in the Nursing Department of state universities in Gaziantep. The research sample consisted of 280 nursing students. A convenience sampling method was used in this study. Nursing students who met the inclusion criteria and voluntarily agreed to participate were included in the sample. Personal Information Form, Compassion Competence Scale, Compassion Satisfaction Scale, and Nursing Professional Commitment Scale were used as data collection tools. SPSS package program, t-test, ANOVA, and Pearson correlation analyses were used to analyze the data.Ethical considerationsEthical approval for the study was received from the Non-Interventional Clinical Research Ethics Committee. The study was conducted following the Declaration of Helsinki.ResultsNursing students' total score on the Compassion Competence Scale was 3.86 ± 0.04. The mean total score of the Compassion Satisfaction Scale was 50.37 ± 0.58. It was determined that the mean total score of the Nursing Professional Commitment Scale was 72.98 ± 0.77. A weak, positive, statistically significant relationship was found between compassion competence and professional commitment (r: 0.288, p < .05). A moderate, positive, statistically significant relationship was found between compassion satisfaction and professional commitment (r: 0.403, p < .05).ConclusionA positive correlation was found between compassion competence, compassion satisfaction, and professional commitment among nursing students. It is recommended to increase studies on developing empathy, compassion, and emotional resilience skills in nursing education programs. In addition, these findings emphasize that a compassion-oriented approach should be adopted to improve quality in the nursing profession.

Nursing students' compassion competence: impact of emotional intelligence and fear of compassion in a cross-sectional study

BACKGROUND

Compassion is an important competence for nursing students, and it is essential to identify factors that affect it, such as emotional intelligence and fear of compassion. The purpose of this study was to examine the levels of emotional intelligence, fear of compassion, and compassion competence and their association among nursing students.

METHODS

A cross-sectional correlational study was carried out in the faculty of nursing and midwifery, Hamadan University of Medical Sciences in Iran. Data were collected via census sampling. A sample of 213 nursing students participated, completing general information questionnaire, Wong and Law Emotional Intelligence Scale, the fear of compassion scale, and the compassion competence scale. Statistical analysis was performed using the SPSS-24 software at a significance level of less than 0.05.

RESULTS

The total mean scores for emotional intelligence, fear of compassion, and compassion competence were found to be 80.37 (15.36), 63.15 (22.09), and 61.68 (7.47), respectively. Results of multiple regression analyses indicate that the total score of emotional intelligence (β = 0.191; p < 0.01) had a positive significant influence on the nursing students' compassion competence, whereas the total score of fear of compassion (β = -0.213; p < 0.01) negatively influenced the nursing students' compassion competence. By controlling demographic characteristics, emotional intelligence and fear of compassion predict 12.4% of the variance of the nursing students' compassion competence. The total score of emotional intelligence was negatively correlated with fear of receiving compassion from others (r = -0.218, p = 0.001), fear of self-compassion (r = -0.276, p < 0.001), and the total score of fear of compassion (r = -0.252, p < 0.001).

CONCLUSIONS

Effective emotional intelligence training programs are suggested to reduce nursing students' fear of compassion and improve their competence in compassion. Interventions that will reduce nurses' fear of compassion may be one way to improve compassion competence.

The relationship between self-compassion and caring behaviour in nurses: A cross-sectional study

AIM

To examine the relationship between self-compassion and caring behaviour in nurses.

BACKGROUND

Self-compassion can influence nurses' ability to cope with stress and their job performance. High levels of self-compassion may play a role in nurses' coping with compassion fatigue and burnout. This may make the concept of self-compassion in nurses an important variable for effective care.

METHODS

This is a cross-sectional study. Study data were collected between March and May 2022 from 331 nurses at a hospital in the city of Antalya, Turkey. A personal information form, the Self-Compassion Scale (SCS), and the Caring Behaviour Inventory-24 (CBI-24) were used to collect data, and the program SPSS 23.0 was used in data evaluation. Descriptive statistical methods, Pearson correlation analysis and multiple linear regression analysis were used in the analysis of data. The STROBE checklist was followed for this cross-sectional study.

RESULTS

The nurses' mean scores were 3.50 ± 0.61 on SCS and 5.21 ± 0.56 on CBI-24. A positive correlation was found between the nurses' self-compassion levels and caring behaviour. Also, the SCS sub-dimension of mindfulness, working in intensive care and working willingly in the nursing profession significantly predicted caring behaviour. These variables explain 19.4% of the variance of caring behaviour.

CONCLUSIONS

The nurses' self-compassion levels were medium and their caring behaviour was at a high level, and caring behaviour was higher in those who worked in intensive care, those who were working willingly in the nursing profession, and in those with high scores on the self-compassion sub-dimension of mindfulness.

IMPLICATIONS FOR NURSING AND HEALTH POLICY

It is important to strengthen nurses' self-compassion skills to develop their caring behaviour. In particular, giving nurses in clinics mindfulness-based education will help them to increase their awareness concerning their own lives and to develop their caring behaviour.

The Influence of Emotional Intelligence on Psychiatric Nurses' Care Behavior, and the Chain Mediating Role of Compassion Fatigue and Perception of Management

PURPOSE

To investigate psychiatric nurses' emotional intelligence and its effect on care behavior, while also examining the mediating effect of compassion fatigue and perception of management.

METHOD

This cross-sectional study was conducted in several specialized psychiatric hospitals with 360 psychiatric nurses. Self-report surveys were administered, which included the Caring Factor Survey-Caring of Manager, Caring Behaviors Inventory, Compassion Fatigue Short Scale, and Wong Law Emotional Intelligence Scale. Data were analyzed using descriptive, correlation, and path analyses.

RESULTS

Mean score for care behavior was 4.78 (SD = 0.83), which was at a moderate level. Compassion fatigue exhibited negative correlations with other variables. Results of mediation effect analysis showed that emotional intelligence directly predicted care behavior (p < 0.001). Emotional intelligence also indirectly affected care behavior through the mediating roles of perception of management and compassion fatigue, and affected care behavior through the chain mediation effect of perception of management and compassion fatigue.

CONCLUSION

Nurse managers should pay attention to the influence of emotional intelligence on care behavior and improve care behavior by strengthening leadership and alleviating compassion fatigue. [Journal of Psychiatric Nursing and Mental Health Services, 63(2), 35-43.].

Psychiatric Wards Nurses' Experiences on Self-Compassion, Compassionate Care and Compassion Fatigue: A Qualitative Study

BACKGROUND

Compassion is an important component of providing quality nursing care, and the literature on compassionate care in psychiatric nursing is limited.

AIM

The aim of this qualitative descriptive study was to explore the experiences of psychiatric ward nurses regarding self-compassion, compassionate care and compassion fatigue.

METHODS

A qualitative descriptive study was conducted by thematic analysis with an inductive approach of semi-structured interviews with 16 psychiatric nurses across psychiatric ward in a state hospital, Kirkuk, Iraq, selected through purposeful sampling between 15 October and 15 November 2023.

RESULTS

The analysis of the data, two main themes emerged: 'freedom in difficulties' and 'togetherness of suffering'. These results indicate that psychiatric nurses need individual and organizational resources to provide compassionate care.

CONCLUSION

It is thought that developing programmes to improve the self-compassionate care of psychiatric nurses by institution managers and policy makers may be effective in reducing compassion fatigue and providing compassionate care. In the future research, how religion affects psychiatric nurses' ability to provide compassionate care and the role of belief in coping with compassion fatigue experienced by psychiatric nurses needs to be investigated.

Compassion Competence and Patient Safety Competency in psychiatric nurses

BACKGROUND

Compassion Competence and the ability to strive to understand the suffering of patients in psychiatric ward is essential for nurses to establish effective therapeutic communication in the process of their recovery. Patient Safety Competency is of great importance for nurses to prevent adverse events and minimize errors. This study aimed to investigate the relationship between Compassion Competence and Patient Safety Competency in nurses working in psychiatric wards of Shiraz University of Medical Sciences affiliated hospitals in 2024.

METHOD

This descriptive-analytical study was conducted on 184 nurses working in the psychiatric wards of Shiraz University of Medical Sciences affiliated hospitals from January 2024 to April 2024 as a census. Data were collected using the Compassion Competence, Patient Safety Competency and Demographic Survey questionnaires and were then analyzed using descriptive and analytical statistics. The analyses were performed using SPSS 22 statistical software.

RESULTS

The results showed that the compassion competence score of psychiatric nurses was 3.98 ± 0.46, with subscales of sensitivity (4.05 ± 0.56), insight (3.79 ± 0.62), and communication (4.04 ± 0.48). Additionally, the patient safety competency score of psychiatric nurses was 3.56 ± 0.44, with subscales of attitude (3.67 ± 0.34), knowledge (3.06 ± 0.77), and skill (3.63 ± 0.58). A statistically significant correlation was also found between Compassion Competence and Patient Safety Competency (r = 0.458, p < 0.001). Regression results showed that the sensitivity (p = 0.012) and insight (p = 0.026) dimensions predict Patient Safety Competency. Among the demographic variables, only the completion of a communication skills course was significantly associated with both Compassion Competence (p = 0.04) and Patient Safety Competency (p = 0.02).

CONCLUSION

The findings of this study revealed a statistically significant correlation between Compassion Competence and Patient Safety Competency among psychiatric nurses. It is recommended that educational programs be designed to consider these two components and their dimensions to help enhance the competencies of nurses.

CLINICAL TRIAL NUMBER

Not applicable.

Self-compassion in Nursing Students and Its Correlations With Moral Intelligence, and Moral Perfectionism: A Cross-Sectional Study

Introduction

Self-compassion plays a vital role in maintaining mental health. Evidence suggests that enhancing morality-related constructs can improve self-compassion among nursing students. This study examines the predictors of self-compassion in nursing students and explores its relationship with moral intelligence and moral perfectionism.

Methods

This cross-sectional, multicenter study was conducted between January and March 2022. Undergraduate nursing students from three Iranian universities-Tehran University of Medical Sciences, Lorestan University of Medical Sciences, and Semnan University of Medical Sciences-were surveyed using the Self-Compassion Scale, Moral Intelligence Questionnaire, and Moral Perfectionism Scale. Correlation analyses and stepwise linear regression were employed to assess the relationships between variables.

Results

A total of 250 nursing students participated, reporting moderate self-compassion levels (M = 37.19, SD = 5.02). Self-compassion was positively correlated with moral intelligence (r = .33, p < .001) and moral perfectionism (r = .23, p < .001). Forgiveness emerged as a significant predictor of self-compassion (β = 0.33, p < .001).

Conclusion

This study underscores the significance of moral intelligence and moral perfectionism in fostering self-compassion among nursing students. Integrating forgiveness and ethical development into nursing education could enhance professional competence and compassionate care delivery.

Influence of student nurses' perceived caring behavior of their instructors on their psychological well-being: a cross-sectional study

AIM

This study aimed to understand the influence of clinical instructors' caring behavior on the psychological well-being of student nurses.

DESIGN

This study survey used the quantitative cross-sectional research design.

METHOD

The sample comprised 405 Saudi nursing students studying at Shaqra University. The study used two instruments: the "Nursing Students' Perceptions of Instructor Caring" and the "Student Well-being Process Questionnaire." Convenience sampling was used to collect data from November 2021 to February 2022.

RESULT

The students' perceived Instructor caring was high. The psychological well-being of students was high. There were significant variations in the students' perceived Instructor's caring in terms of year level. A very weak positive correlation existed between the student nurses' rank in their families and their perceived Instructor's caring. Furthermore, gender, year level, family structure, and the Instructor's caring subscales "supportive learning climate," "appreciation of life's meaning," and "control versus flexibility" were significant predictors of the student's psychological well-being.

CONCLUSION

The study's results support studies that nursing students' psychological well-being is influenced by their gender, family structure, year level, and perceived Instructor's caring behavior.

Effectiveness of caring behaviours course on decision-making and caring behaviours in undergraduate nursing students: An experimental study

BACKGROUND

Although caring is a core principle of the nursing profession, students often lack the knowledge, comprehension and ability to integrate care into all aspects of nursing practice. Students may have few opportunities to practise caring behaviours on patients who create the impression of providing care and elicit a feeling of receiving care. Studies of strategies to enhance caring behaviours in nursing education are limited.

AIM

This experimental study aimed to examine the effect of nursing caring behaviours course based on interactive learning strategies on the caring behaviours and decision-making abilities of nursing students.

METHODS

A purposive sample of 50 undergraduate students was recruited from a faculty of nursing. Students in the intervention group (n = 24) received 2 h of training per week for 14 weeks in accordance with caring behaviours course based on interactive learning strategies including discussion, brainstorming, concept mapping, reflection and simulation training. Nursing students in the control group (n = 26) received training according to other elective courses in the curriculum. Data were measured at the baseline time point, 7th week and 14th week with the Caring Behaviours Inventory and Nursing Decision-Making Instrument. Chi-square test, Mann-Whitney U-test, Friedman test and mixed repeated measures ANOVA were used to assess the data.

RESULTS

No significant difference was determined in terms of baseline caring behaviours and decision-making scores between the intervention and control groups (p > 0.05). A significant difference in caring behaviours between the two groups and time effect was not found (p > 0.05). However, there was a significant interaction between time and groups (F = 3.484, p = 0.047). There was a significant increase in the decision-making in intervention groups over time (F = 9.372, p < 0.001) and interaction between time and groups (F = 4.160, p = 0.019).

CONCLUSIONS

A deliberate strategy to raise students' awareness of caring behaviours and incorporate interactive learning methods into education enhances both caring behaviours and clinical decision-making.

Relationship between tutor support, caring self-efficacy and intention to leave of nursing students: the roles of self-compassion as mediator and moderator

OBJECTIVES

Analyze the mediating e moderating roles of self-compassion in the relationship between tutor support and both students' caring efficacy and intention to leave.

METHODS

A cross-sectional study using an online questionnaire was conducted.

RESULTS

Self-compassion mediates the relationship between tutor support and students' caring efficacy. Tutor support play a role on all the facets of self-compassion, but only two dimensions of this variable (mindfulness vs. over-identification) are significantly associated with both the dimensions of caring self-efficacy, with inverse effects. Self-compassion moderates the relationship between tutor support and intention to leave.

CONCLUSIONS

Tutor support can improve students' caring efficacy by helping them to be mindful of their experiences in a nonjudgmental way. Supportive tutor can mitigate intention to leave by increasing self-compassion ability. Implications for International Audience Nursing education programs should implement workshops and briefings to develop students' self-compassion ability. This can foster perceived caring efficacy in students and reduce intention to leave.

The Association between Nursing Students' Happiness, Emotional Intelligence, and Perceived Caring Behavior in Riyadh City, Saudi Arabia

BACKGROUND

Caring behavior is a major focus of the nursing profession and an important dimension of nursing practice that sets nurses apart from other healthcare professionals. Effective patient-centered care requires ensuring nurses have the emotional intelligence and happiness to address the daily demands of practice. The purpose of this study is to examine the emotional intelligence and happiness among nursing students and their relationship with caring behaviors.

METHODS

A cross-sectional, descriptive correlational study was conducted on nursing students (n = 363) from Riyadh, Kingdom of Saudi Arabia, via an online survey. Measures include demographic data survey, Oxford Happiness Questionnaire, Trait Emotional Intelligence Questionnaire, and Caring Behaviors Inventory scale. Descriptive and multiple regression analyses were conducted for this study.

RESULTS

Nursing students reported their highest degree of caring was in terms of 'respectful differences to others', while their lowest was in 'knowledge and skills'. Emotional intelligence and happiness were significant predictors of caring behaviors and explained the variance in assurance of human presence (17.5%), knowledge and skills (17.5%), respectful differences to others (18%), and positive connectedness (12.9%). In the final regression model, emotional intelligence and happiness were significant predictors of caring behaviors and explained 19.5% of the variance.

CONCLUSIONS

Emotional intelligence and happiness among nursing students were found to be important factors to improve their caregiving behaviors. Therefore, nursing educators should consider integrating emotional intelligence and happiness interventions for students into their curriculum.

Professional Values and Self-Reported Clinical Competence of Acute Care Nurses in Saudi Arabia: A Cross-Sectional Study

BACKGROUND

Professional values are the foundation of nursing practice. Current research evidence on the influence of professional values on clinical competence among acute care nurses in the clinical area is lacking.

PURPOSE

The purpose of this study was to examine the professional values and self-reported clinical competence among acute care nurses.

METHODS

This quantitative study used a cross-sectional, correlational design. A convenience sample of 403 nurses was recruited to answer the survey utilizing the Nurses Professional Values Scale-3 and the Nurse Competence Scale. The Pearson correlation coefficient was computed to test the relationship between study variables, and a stepwise multiple regression analysis was then performed to investigate the predictors of nurses' professional values and clinical competence.

RESULTS

The professional value of "caring" received the highest mean score, followed by "professionalism", while the factor "activism" was rated the lowest. Education was a significant predictor of all three factors of professional values. For clinical competence, "managing situations" was rated as the highest dimension, while "ensuring quality" was rated as the lowest. Moderate positive correlations were revealed between the three factors of professional values and all dimensions of nurses' clinical competence. Area of practice and "activism" were the only significant predictors of the nurses' clinical competence.

CONCLUSIONS

Nurses perceived all three factors of professional values with high importance in influencing their clinical competence. These findings can contribute to the development of educational interventions to improve and sustain professional values and clinical competence among acute care nurses.

Self-compassion among Undergraduate Nursing Students at a State University in Indonesia during the COVID-19 Pandemic

OBJECTIVE

To determine the level of self-compassion and investigate the relationships between sociodemographic variables and self-compassion among undergraduate nursing students at a state university in Indonesia during the COVID-19 Pandemic.

METHODS

This study used a cross-sectional design. Samples were selected using a proportionate stratified random sampling technique (n=260). Data were collected using an Indonesian version of the Self-compassion Scale, which consists of 6 subscales: self-kindness, self-judgment, common humanity, isolation, mindfulness, and overidentification. Data were analyzed using univariate and bivariate analysis.

RESULTS

60% of students had moderate self-compassion. Students scored the highest in self-kindness (3,93±1,02) and over-identification (3,58±0,94), indicating that they often tried to love themselves when they felt emotional pain and often get carried away when something upsetting happened. Subsequently, a significant correlation was found between age and self-compassion (p<0.05).

CONCLUSION

Self-compassion among nursing students should be improved through interventions such as compassion literacy, mindfulness training, and compassion-based experiential techniques.

Academic resilience, moral perfectionism, and self-compassion among undergraduate nursing students: A cross-sectional, multi-center study

BACKGROUND

Academic resilience has been identified as a coping method for nursing students' educational and practice challenges. Despite the importance of academic resilience, knowledge on how to enhance academic resilience is under-researched. To suggest suitable approaches, relationships between academic resilience and other constructs need to be appraised.

OBJECTIVES

This study aims to evaluate predictors of academic resilience, examining its relationships with other essential constructs: self-compassion and moral perfectionism, in undergraduate nursing students in Iran.

DESIGN

This descriptive cross-sectional study was conducted in 2022.

PARTICIPANTS

A convenience sample of 250 undergraduate nursing students at three universities in Iran participated in this study by completing self-report measures.

METHODS

Data collection tools were Nursing Student Academic Resilience Inventory, Moral Perfectionism scale, and Self-Compassion Scale-Short Form. Correlation and regression analyses were conducted.

RESULTS

The mean and standard deviation of academic resilience were 57.57 ± 23.69; moral perfectionism 50.24 ± 9.97, and self-compassion 37.19 ± 5.02. Self-compassion had significantly related to moral perfectionism (r = 0.23, p < 0.001). Academic resilience had no statistically significant relationship with moral perfectionism (r = -0.05, p = 0.41) and self-compassion (r = -0.06, p = 0.35), but significantly affect age (r = 0.14, p = 0.03), Grade point average (r = 0.18, p < 0.001) and university of study (r = 0.56, p < 0.001). The grade point average and the university of the study predicted 33 % of the changes in academic resilience, and the greatest impact was related to the university (r = 0.56, p < 0.001).

CONCLUSION

Adopting appropriate educational strategies and supporting the students will help improve nursing students' academic resilience and performance. Promoting self-compassion will lead to the development of nursing students' moral perfectionism.

The relationship between nursing students' compassion competencies and perceptions of spirituality and spiritual care

OBJECTIVES

The present study was conducted to examine the relationship between nursing students' compassion competencies and their perceptions of spirituality and spiritual care.

METHODS

The population of the study consisted of nursing students over the age of 18 years who were educated at the nursing faculty of a state university in Turkey between May and June 2022. The study was completed with 263 student nurses. The "Sociodemographic Characteristics Form," "Compassion Competency Scale," and "Spirituality and Spiritual Care Rating Scale" were used to collect the data. Frequencies, percentages, mean values, standard deviations, and Pearson Correlation Analysis were used to evaluate the data.

RESULTS

The nursing students were found to have a high level of compassion competency (4.04 ± 0.57). It was also found that the students had moderate (54.76 ± 5.35) perceptions of spirituality and spiritual care. On the other hand, there was a moderate and positive relationship between the total mean scores of "Compassion Competency" and "Perceptions of Spirituality and Spiritual Care" (p > 0.05).

SIGNIFICANCE OF RESULTS

It was concluded that as nursing students' compassion competencies increased, their perceptions of spirituality and spiritual care also increased.

Adolescents’ perceived stress of COVID-19 and self-compassion in Saudi Arabia: A cross-sectional study

Objectives

Worldwide, the COVID-19 pandemic has significantly impacted mental health challenges for adolescent populations. The current study aims to examine the levels of perceived stress of COVID-19 and self-compassion and their relationship among adolescents in Saudi Arabia.

Methods

This study employed a cross-sectional online survey of adolescents from secondary schools in Asir, Saudi Arabia. Instruments we distributed online included the modified Perceived Stress Scale (PSS-10) and the Self-Compassion Scale (SCS), in addition to demographic and health-related questions. A total of 500 adolescents completed the survey.

Results

Adolescents in the study reported an average moderate perceived stress level of 18.6 (SD = 6.67) and an average moderate self-compassion level of 3.22 (SD = 0.53). A significant correlation is also found between the two variables (r = −0.460, P < 0.001). This negative correlation indicates that lower levels of perceived stress are significantly correlated with higher levels of self-compassion.

Conclusion

The study results show that the perceived stress of COVID-19 is inversely correlated with self-compassion in Saudi adolescents. Further research is needed to explore how to enhance adolescents' self-compassion. School nurses’ role should be given full play in this area.

Perceptions of Caring Behaviors among Patients and Nurses

The concept of caring is fundamental to nursing practice. The aim of this study was to investigate patients' and nurses' caring behaviors and the possible differences between the two groups. In this descriptive and comparative study, 310 patients and 329 nurses from six general hospitals from Greece completed the Caring Behaviors Inventory-16. The mean score of Caring Behaviors Inventory-16 for patients was 78.94 (±17.85) and for nurses 80.27 (±9.36). The items "Demonstrating professional knowledge and skills" (Mean: 5.45 ± 3.62) and "Treating my information confidentially" (Mean: 5.34 ± 1.06) were the most important caring behaviors while the items "Including me in planning care" (Mean: 4.36 ± 1.56), and "Treating me as an individual" (Mean: 4.55 ± 1.46) were the least important caring behaviors for patients. For nurses, the most important caring behavior was "Treating patients" information confidentially" (Mean: 5.43 ± 0.94) and the least important was "Returning to the patient voluntarily" (Mean: 4.57 ± 3.68). Significant differences were observed in items: "Attentively listening to me/the patient" (t = -2.05, p = 0.04), "Treating me/the patient as an individual" (t = -7.82, p = 0.00), "Being empathetic or identifying with me/the patient" (t = -2.80, p = 0.00), and "Responding quickly when I/the patient call (t = -2.01, p = 0.04). Respect, privacy, and dignity were the most important caring behaviors for nurses while for patients they were knowledge, skills, and safety.

Predicting moral intelligence in nursing students and its relationships with self-compassion, and cultural competence: a cross-sectional study

Background

In the recent era, nursing needs employees with moral intelligence, cultural competence, and self-compassion skills more than ever. This study aimed to determine the predictors of moral intelligence and its relationship with self-compassion and cultural competence in nursing students.

Methods

This cross-sectional and multi-center descriptive study was conducted in 2022. With convenience sampling, 250 nursing students from three Iranian universities participated in this study. Data gathering included the Moral Intelligence Questionnaire, Self-Compassion Scale (short form), and Cultural Competency Questionnaire. The data were analyzed using descriptive statistics, the correlation between variables, and hierarchical regression.

Results

The results showed that nursing students had good moral intelligence (72.63 ± 11.38), moderate self-compassion (37.19 ± 5.02), and poor cultural competence (50.06 ± 13.15). No statistically significant relationship was observed between self-compassion and cultural competence (r = 0.11, p = 0.07). Moral intelligence with marital status (r = 0.16, p = 0.01), academic year (r = 0.14, p = 0.03) and self-compassion (r = 0.33, p < 0.001) had a significant relationship in such a way that these variables explained 15% of moral intelligence and self-compassion had the highest impact (p < 0.001).

Conclusion

Considering the moderate level of self-compassion and the poor level of cultural competence reported in the undergraduate nursing students, and also that self-compassion was known to be a predictive factor for moral intelligence, planners and educators must pay more attention to promoting self-compassion and cultural competency in the curriculum and conduct studies to find ways to improve them.

Translation, adaptation, and validation of the Filipino version of the Caring Behaviors Inventory

Background

The way patients perceive nurses' caring behaviors can potentially impact patient outcomes and satisfaction. Studies have revealed incongruence between nurses' and patients' perceptions with regard to which behaviors are considered caring.

Objective

This study aimed to conduct a cross-cultural validation and evaluation of the psychometric properties of the Caring Behaviors Inventory (CBI-16), a self-report questionnaire, from English to Filipino.

Methods

A descriptive cross-sectional design involving forward and back-translation with bilingual translators, expert validation, and a survey in a sample of patients and nurses was used. The psychometric evaluation used a sample of 142 staff nurses and 180 hospitalized patients. Exploratory factor analysis, internal consistency reliability, and inferential statistics were used for data analysis.

Results

The Filipino version of the CBI-16 (CBI-16-FIL) had excellent internal consistency (Cronbach's alpha of 0.95) and a unidimensional factor structure (accounted for 85% of total variance). The CBI-16-FIL was found to be a valid, reliable, and unidimensional tool to measure the perceptions of nurse caring behaviors in the Philippines.

Conclusion

The CBI-16-FIL can be used to measure perceptions of nurse caring behaviors. There is a need for further studies involving other cultures, dyadic samples of nurses and patients, and larger sample sizes.

Experiences of oncology nurses regarding self-compassion and compassionate care: A qualitative study

AIM

The aim of this study was to explore the experiences of oncology nurses about self-compassion and compassionate care.

BACKGROUND

The concept of self-care is emphasized in detail in the literature, and not much is known about the concept of self-compassion among nurses. Beyond the definitions of self-compassion and compassion in the literature, there is a need to explore and express the meaning of self-compassion and compassion in the context of oncology nursing.

METHODS

This is a descriptive qualitative study. Semistructured interviews were conducted with 19 oncology nurses working in the oncology service of a university hospital. Interviews were analyzed using thematic analysis through an inductive approach. Consolidated criteria for reporting qualitative studies (COREQ) were used to ensure the comprehensive reporting of this qualitative study protocol.

RESULTS

Two themes emerged: (1) compassion through the eyes of oncology nurses and barriers to compassionate care fall under the theme of wounded healers, and (2) self-compassion through the eyes of oncology nurses, barriers to self-compassion, and self-care as a dimension of self-compassion fall under the theme of caring for our suffering: self-compassion.

CONCLUSIONS

Although nurses think that self-compassion is important, they do not show self-compassion. There are personal and organizational barriers to compassionate care and self-compassion for oncology nurses.

IMPLICATIONS FOR NURSING POLICY

These findings show that oncology nurses need personal and organizational resources for their self-compassion. The existence of programs to develop self-compassion can offset the effects of being in a caregiving position. Oncology nurses must request these services from organization, managers and even policymakers. The existence of policies that also consider the mental health of nurses can pave the way for compassionate care.

Self-compassion influences the caring behaviour and compassion competence among saudi nursing students: A multi-university study

AIM

This research investigated the perceptions of Saudi nursing students regarding self-compassion and examined its influence on their caring behaviour and compassion competence.

DESIGN

This is a quantitative and cross-sectional study.

METHODS

This multiuniversity study surveyed a convenience sample of 961 nursing using the Self-compassion Scale, Compassion Competence Scale and Caring Behavior Inventory-16 version. Standard multiple analysis was performed separately for caring behaviour and compassion competence as dependent variables. For both models, the self-compassion dimensions and the demographic variables were considered predictor variables.

RESULTS

The students reported their self-compassion moderately, with mindfulness receiving the highest mean and self-judgment receiving the lowest mean. Significant differences were observed on self-compassion of students between universities. Caring behaviour and compassion competence were also rated moderately by the students. "Self-kindness" and "common humanity" were identified as significant predictors of caring behaviour, whereas "self-kindness," "self-judgment," "common humanity" and "mindfulness" were significant predictors of compassion competence.