A moral profession: Nurse educators’ selected narratives of care and compassion

Newham, Roger; Terry, Louise; Atherley, Siobhan; Hahessy, Sinéad; Babenko-Mould, Yolanda; Evans, Marilyn; Ferguson, Karen; Carr, Graham; Cedar, SH

doi:10.1177/0969733016687163

Cited by 16 publications

(24 citation statements)

References 31 publications

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“…2 Compassion permeated by an inner ethos empowers nurses to act toward alleviating suffering and guides the mind, the hand, and the heart as the will to do what is good. 2 Compassion is often defined as a "moral emotion" required for excellent nursing, 3 or as a virtue which, according to Newham et al, 4 can be seen as a perception of suffering with the motivation to alleviate it. 5,6 This is because the suffering of others touches, and thus motivates, a person to relieve it.…”

Section: Introductionmentioning

confidence: 99%

“…5,6 This may be compared to "seeing by feeling" which, according to Jacobson, 7 is what happens when encountering compassion. Newham et al 4 similarly describe compassion as being moved, understood as both affected and motivated, by the suffering of another and responding in practical ways. Compassion is also portrayed as behaviors and actions of empathy, kindness, patience, of offering hope and comforting.…”

Section: Introductionmentioning

confidence: 99%

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Compassion fatigue as bruises in the soul: A qualitative study on nurses

Gustafsson¹,

Hemberg

2021

Nurs Ethics

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Background: Nurses who are constantly being exposed to patients’ suffering can lead to compassion fatigue. There is a gap in the latest research regarding nurses’ experiences of compassion fatigue. Little is known about how compassion fatigue affects the nurse as a person, and indications of how it affects the profession are scarce. Aim: The aim of this study was to explore compassion fatigue experienced by nurses and how it affects them as persons and professionals. Research design, participants, and research context: A qualitative explorative approach was used. The data consisted of texts from interviews with seven nurses in various nursing contexts. Content analysis was used. Ethical consideration: Ethical approval was sought and granted from an ethics committee at the university where the researchers were based, and written, informed consent was obtained from all the participants. Findings: Five themes were discovered: Compassion as an empathic gift and compassion fatigue as a result of compassion overload, Compassion fatigue as exhausting the nurse as a professional and private person, Compassion fatigue as a crisis with potentially valuable insights, Compassion fatigue can be handled by self-care and focus on self, and Compassion fatigue is affected by life itself and multifaceted factors. Discussion: Compassion stress and overload can lead to compassion fatigue. Compassion fatigue affects the nurse’s ability to compassion, and the caring is no longer experienced in the same way; the nurses experienced it as being deprived of the gift of compassion. Compassion fatigue implicates a crisis with potentially valuable insights. Conclusion: Compassion fatigue can be symbolized as bruises in the soul, hurtful, but with time it can fade away, although it leaves a sense of caution within the nurse, which can affect the suffering patient.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Compassion fatigue as bruises in the soul: A qualitative study on nurses

Gustafsson¹,

Hemberg

2021

Nurs Ethics

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“…31 Developing strategies to encourage compassionate caring behaviors in nurses is important. 32,33 Nurse educators are expected to prepare nurses who are both competent and compassionate care providers. 31 In the study of In this study, it emerged that the Caring Behavior in Nursing course is not effective in improving the emotional intelligence levels of first-year nursing students.…”

Section: Discussionmentioning

confidence: 99%

“…However, as compassion is the heart and soul of nursing, it should be at the core of nursing education as well 31 . Developing strategies to encourage compassionate caring behaviors in nurses is important 32,33 . Nurse educators are expected to prepare nurses who are both competent and compassionate care providers 31 .…”

Section: Discussionmentioning

confidence: 99%

Developing compassion and emotional intelligence in nursing students: A quasi‐experimental study

Teskereci

Öncel

Arslan

2020

Perspect Psychiatr Care

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This study examined the effect of the Caring Behavior in Nursing course on the compassion and emotional intelligence levels of nursing students. Design and Methods: This quasi-experimental study was carried out using pretest and posttest design. The research sample consisted of the intervention (n = 37) and the control (n = 36) group. Data were collected through "The Emotional Intelligence Evaluation Survey" and "The Compassion Scale." Findings: It was determined that the compassion levels of the students in the intervention group were statistically significantly higher than the compassion levels of the control group of students.

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“… 21 Elements of nursing students’ moral courage can also be found in relation to whistleblowing, 4 , 18 , 22 moral integrity 23 , 24 and being a professional nurse. 2 , 25 , 26 Moral courage has also been analysed in relation to moral distress, 13 , 27 – 29 referring to situations when a person is not able to act according to ethical principles. 29 Moral courage can reduce moral distress, 2 and students need support to confront moral distress and develop their moral courage.…”

Section: Introductionmentioning

confidence: 99%

Analysis of graduating nursing students’ moral courage in six European countries

Koskinen¹,

Pajakoski

Linares

et al. 2020

Nurs Ethics

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Background: Moral courage is defined as courage to act according to one’s own ethical values and principles even at the risk of negative consequences for the individual. In a complex nursing practice, ethical considerations are integral. Moral courage is needed throughout nurses’ career. Aim: To analyse graduating nursing students’ moral courage and the factors associated with it in six European countries. Research design: A cross-sectional design, using a structured questionnaire, as part of a larger international ProCompNurse study. In the questionnaire, moral courage was assessed with a single question (visual analogue scale 0–100), the questionnaire also covered several background variables. Participants and research context: The sample comprised graduating nursing students (n = 1796) from all participating countries. To get a comprehensive view about graduating nursing students’ moral courage, the views of nurse managers (n = 538) and patients (n = 1327) from the same units in which the graduating nursing students practised were also explored, with parallel questionnaires. Ethical considerations: Ethical approvals and research permissions were obtained according to national standards in every country and all participants gave their informed consent. Results: The mean of graduating nursing students’ self-assessed moral courage was 77.8 (standard deviation 17.0; on a 0–100 scale), with statistically significant differences between countries. Higher moral courage was associated with many factors, especially the level of professional competence. The managers assessed the graduating nursing students’ moral courage lower (66.5; standard deviation 18.4) and the patients slightly higher (80.6; standard deviation 19.4) than the graduating nursing students themselves. Discussion and conclusions: In all countries, the graduating nursing students’ moral courage was assessed as rather high, with differences between countries and populations. These differences and associations between moral courage and ethics education require further research.

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A moral profession: Nurse educators’ selected narratives of care and compassion

Abstract: To feel cared about people need to feel 'visible' as though they matter. Nurses need to be alert to problems that may arise if their 'moral vision' is influenced by ideas of desert and how much the patient is doing to help himself or herself.

Cited by 16 publications

References 31 publications

Compassion fatigue as bruises in the soul: A qualitative study on nurses

Compassion fatigue as bruises in the soul: A qualitative study on nurses

Developing compassion and emotional intelligence in nursing students: A quasi‐experimental study

Analysis of graduating nursing students’ moral courage in six European countries

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