Student nurse socialisation in compassionate practice: A Grounded Theory study

Curtis, Katherine; Horton, Khim; Smith, Pam

doi:10.1016/j.nedt.2012.04.012

Cited by 118 publications

(105 citation statements)

References 25 publications

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“…The challenge is multi-prong, at the individual, team and system level, often starting with the PHC professionals having to accept and validate the values, beliefs, experiences, needs and wishes of these very different culturally vulnerable groups. Such an approach encompasses compassion, empathy and respect, which, despite the difficulties encountered in terms of implementation and adoption, will help them improve their own motivation and performance [30][31][32][33].…”

Section: Discussionmentioning

confidence: 99%

Compassionate care provision: an immense need during the refugee crisis: lessons learned from a European capacity-building project

Mechili

Angelaki

Petelos

et al. 2018

J of Compassionate Health Care

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Background: The refugee crisis has resulted in massive waves of migration towards Europe. Besides sufficient and appropriate healthcare services, these vulnerable populations need kindness, respect, acceptance, empathy, and attention to basic needs. Healthcare professionals ought to have a respectful and compassionate approach to safeguard the dignity and interests of the people they care for. Aim: The overall aim of the European Refugees-Human Movement and Advisory Network (EUR-HUMAN) project was to provide good and affordable, comprehensive, person-centred, integrated and compassionate care for all ages and all ailments, taking into account the transcultural settings and the needs, wishes and expectations of the newly arriving refugees. This paper reports on findings to help establish what the nature of compassionate care for refugees consists of and implies and how its implementation could be promoted across European countries and healthcare settings. Methods: A two-day Expert Consensus Meeting (ECM) took place in order to reach consensus in different thematic areas including cultural issues in health care, continuity of care, information and health promotion, health assessment, mental health, mother and child care, infectious diseases, and vaccination coverage. Results: Notably, all experts stressed the need to address mental health problems. Interactions and input received during the meeting highlighted the urgent need for compassionate care for these vulnerable populations. Additionally, the needs reported by refugees and other migrants helped identify a serious gap in terms of compassionate attitudes exhibited by healthcare workers. Linguistic and cultural barriers exacerbate the effect of the lack of compassion, especially where healthcare information and psychological support are urgently needed but an appropriate supportive framework is missing. Conclusions: This European collaborative capacity-building project attempts to develop a long-term strategy to tackle this issue, focusing in particular on the design and delivery of appropriate person-centred and compassionate-based primary healthcare (PHC) services. A list of recommendations developed by this consensus panel may facilitate the design and implementation of similar capacity-building efforts, as well as the design of educational intervention programmers for a person-centred and compassionate PHC for vulnerable populations.

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Section: Discussionmentioning

confidence: 99%

Compassionate care provision: an immense need during the refugee crisis: lessons learned from a European capacity-building project

Mechili

Angelaki

Petelos

et al. 2018

J of Compassionate Health Care

View full text Add to dashboard Cite

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“…Nurse Educators can teach the theory of compassionate care but application in practice can be challenging as demonstrated in the reflective accounts in this paper. Curtis [9] found that student nurses wanted to provide compassionate care but felt unsure of their capacity to do this and sustain it in practice. Others suggest that students' ideals of care, though already present as a strong motivator when they commence their studies, increased as they grew in knowledge and competence [10].…”

Section: Discussionmentioning

confidence: 99%

Reflections about experiences of compassionate care from award winning undergraduate nurses – What, so what … now what?

Smith

James

Brogan

et al. 2016

J of Compassionate Health Care

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Background: From 2007 until 2012 Edinburgh Napier University's School of Nursing Midwifery and Social Care in conjunction with NHS Lothian, collaborated on a programme of action research entitled, the Leadership in Compassionate Care Programme. One strand of this research focused on learning and teaching about compassionate care within the undergraduate curriculum. This debate article focuses on the care issues raised by two award winning nursing students who reflected on the development of their compassionate caring skills during their three year Bachelor of Nursing programme. Discussion: The reflective accounts debate the following issues related to compassionate care; Personal drivers supporting the provision of compassionate care, Challenging and influencing care practices, Providing relationship centred care and, Living with what can't be achieved. Throughout the debate a model of compassionate care developed from the Leadership in Compassionate Care Programme is used to reflect on key practice issues and provide a framework for practice development. Conclusion:The care issues presented in this paper identify a need to support students in healthcare to; Develop strategies in questioning care practices which do not meet expectations of compassionate care; undertake focussed reflective activities where each student can explore personal drivers, values and perspectives of compassion; actively connect learning in practice with theory in university, enable development in compassionate caring and strategies that support self-compassion; facilitate an understanding and development of emotional intelligence supporting development of resilience. Implications for healthcare staff are to; Collectively seek, hear and respond to feedback about their service; activate caring conversations within the healthcare team; consider how the model of compassionate care presented in this paper, can be used to reflect on practice and provide a framework for development; consider how we maximise the experience of care during brief moments of contact with patients/families; activate leadership that promotes a culture of openness facilitating the development of compassionate care.

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“…For Melia (1987), the dissonance is between the theoretical version of nursing presented in the classroom and hospital versions of nursing partaken in by students. For other authors it is between what they term professional idealism and practice realism (Curtis et al, 2012;Mackintosh, 2006). Curtis and colleagues for example focus on 'compassionate practice' which they identify as a core professional value and essential part of nursing's identity.…”

Section: Developing Professional Identity In Medicine and Nursingmentioning

confidence: 99%

Professional identity in nursing: UK students' explanations for poor standards of care

Traynor

Buus

2016

Social Science & Medicine

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Research concludes that professional socialisation in nursing is deeply problematic because new recruits start out identifying with the profession's ideals but lose this idealism as they enter and continue to work in the profession. This study set out to examine the topic focussing on the development of professional identity. Six focus groups were held with a total of 49 2 nd and 3 rd year BSc nursing students studying at a university in London, UK and their transcripts were subject to discourse analysis. Participants' talk was strongly dualistic and inflected with anxiety. Participants identified with caring as an innate characteristic. They described some qualified nurses as either not possessing this characteristic or as having lost it. They explained strategies for not becoming corrupted in professional practice. Their talk enacted distancing from 'bad' qualified nurses and solidarity with other students. Their talk also featured cynicism. Neophyte nurses' talk of idealism and cynicism can be understood as identity work in the context of anxiety inherent in the work of nurses and in a relatively powerless position in the professional healthcare hierarchy.

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Student nurse socialisation in compassionate practice: A Grounded Theory study

Cited by 118 publications

References 25 publications

Compassionate care provision: an immense need during the refugee crisis: lessons learned from a European capacity-building project

Compassionate care provision: an immense need during the refugee crisis: lessons learned from a European capacity-building project

Reflections about experiences of compassionate care from award winning undergraduate nurses – What, so what … now what?

Professional identity in nursing: UK students' explanations for poor standards of care

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