Aims and Objectives To identify whether a Compassionate Mind Model‐based curriculum reduces students’ perceived fears of compassion and improves their professional well‐being. Background Enabling compassion is mandatory within nurse education but evidencing it is challenging. Research suggests that application of the Compassionate Mind Model might reduce students’ fears of compassion and also decrease compassion fatigue. This study reports outcomes of a post‐registration curriculum based on that model for training Specialist Community Public Health Nurses (Health Visiting). Design A quantitative, prospective evaluation of a 12‐month training course for Health Visiting students. Reporting was guided by the STROBE checklist for observational studies. Methods Fears of compassion scales were applied at course start (time 1), mid‐point (time 2; +6 months) and end (time 3; +12 months) to evaluate fears of compassion of 26 post‐registration student Health Visitors (81% of course cohort) who provided data at all three points. The Professional Quality of Life tool was administered simultaneously to evaluate compassion satisfaction and burnout/secondary traumatic stress (compassion fatigue). Results Between time 1 and time 3, mean fears of compassion scores decreased by 16.6‐48.5% (repeated measures analysis of variance); mid‐point scores were intermediary. At time 3, compassion satisfaction had increased slightly (+4.1%), negatively correlated with fears of compassion for self (r = −0.602; p = .001; n = 26) and fears of receiving compassion from others (r = −0.568; p = .002; n = 26). Burnout score decreased by 18.7%, correlated positively with fear of compassion for self (r = 0.493; p = .011; n = 26) and fear of receiving compassion from others (r = 0.615; p = .001; n = 26). Secondary traumatic stress score decreased by 16.5% but was not correlated with any fear of compassion. Conclusion Findings suggest that application of the Compassionate Mind Model might reduce practitioners’ fears of compassion linked to a decrease in risk of compassion fatigue. Relevance to clinical practice The Compassionate Mind Model could provide an effective vehicle to promote compassion and nurse well‐being.

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.