The effects of compassion-based feedback on wellbeing ratings during a professional assessment healthcare task

Bond, Carmel; Tsikandilakis, Myron; Stacey, Gemma; Hui, Ada; Timmons, Stephen

doi:10.1016/j.nedt.2021.104788

Cited by 11 publications

(7 citation statements)

References 62 publications

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“…Outcomes of burnout can include difficulty retaining academic information and skills, reduced quality of patient care, risks to academic integrity and learner attrition. Research has focused on the learning environment and emotional well‐being with pre‐licensure Pakistani nursing students (Tharani et al, 2017 ) and types of feedback strategies that can be utilized to increase learner well‐being in nursing students in England (Bond et al, 2021 ). Research focusing learner well‐being in PN students is lacking.…”

Section: Introductionmentioning

confidence: 99%

Connecting lived experiences of pre‐nursing students during COVID‐19 with learner well‐being: A qualitative inquiry

Urban

Jennings

Darr

2022

Journal of Advanced Nursing

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Aim To explore pre‐nursing students' experiences and identify factors influencing their well‐being as learners during COVID‐19. Design A qualitative descriptive design was used. Methods Short answer study data ( n = 289) were collected in Fall 2020 as part of a larger IRB‐approved survey‐based study focused on pre‐nursing students. Participants were presented with three short answer questions designed to elicit a description of their experiences as a pre‐nursing student. NVivo and reflexive thematic analysis were used to analyse participant responses. Results Six themes related to learner well‐being emerged from the data. Learner well‐being was supported by achieving academic goals, experiencing positive feelings about current course content, creating connections with peers and envisioning themselves as nurses in the future. Negative contributors to pre‐nursing student well‐being included managing fears of program rejection and juggling multiple roles and demands. Online learning necessitated by COVID‐19 created opportunities for loneliness and isolation from peers, technological difficulties and additional psychological stress, which also contributed negatively to learner well‐being. Conclusion These findings illustrate pre‐nursing students' experiences and provide support for the influence of the learning environment and factors within the individual on the well‐being of learners. Impact Students preparing to apply to nursing programs are an understudied population and little is known about their well‐being as learners. Survey‐based open‐ended short answer questions can be utilized to gain rich insight into their experiences. The study themes and sub‐themes can be utilized for discussion and reflection in courses with pre‐nursing students and as a starting point for additional conversations between pre‐nursing students and educators regarding improving the support of well‐being in learners. Additional research and evidence‐based interventions that promote learner well‐being in pre‐nursing students are needed as they prepare for nursing program admission and to support their academic progression. Patient or Public Contribution Members of the public were not involved in the design or conduct of the study, analysis, or interpretation of the data, or in the preparation of the manuscript because the study focus is on gaining an understanding the experiences of pre‐nursing students and their well‐being.

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Section: Introductionmentioning

confidence: 99%

Connecting lived experiences of pre‐nursing students during COVID‐19 with learner well‐being: A qualitative inquiry

Urban

Jennings

Darr

2022

Journal of Advanced Nursing

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“…We argue that one way to bring the internal healthcare organizations’ priorities into line with humanistic values that are also sought after by staff is to measure the associations between value alignment and outcomes. In addition, some authors also suggest that the adaptation of certain organizational practices such as providing value‐based feedback [134] and putting emphasis on leadership support and fostering staff autonomy [135] might be helpful in creating more humanistic organizational environments facilitating compassion and clinician well‐being. In fact, prior research showed that clinicians often disclose their feelings of a lack of voice at work and experience organizational cultures as cultures of fear and blame [135, 136].…”

Section: Discussionmentioning

confidence: 99%

Working in value‐discrepant environments inhibits clinicians’ ability to provide compassion and reduces well‐being: A cross‐sectional study

et al. 2023

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“…We argue that one way to do so is to measure the associations between value alignment and outcomes. In addition, some authors also suggest that adaptation of certain organisational practices such as, value-based feedback 143 might be helpful in fostering compassion and aligning it with other suggested measures. Finally, healthcare organisations need to start supplementing the predominant economic values assessments [144][145][146] by systematically measuring and valuing compassion both from the perspective of clinicians and the patients they serve.…”

Section: Implications For Practicementioning

confidence: 99%

Working in values-discrepant environments inhibits clinicians’ ability to provide compassion and reduces wellbeing: a cross-sectional study

Pavlova

Paine

Sinclair

et al. 2022

Preprint

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Objectives: to describe the association between personal and organisational value discrepancies and compassion ability, burnout, job satisfaction, absenteeism, and consideration of early retirement among healthcare professionals. Design: online cross-sectional survey. Setting: primary, secondary, and tertiary care. Participants: 1025 current practising clinicians (doctors, nurses, and allied health professionals) in Aotearoa/New Zealand. Main outcome measures: The Sinclair Compassion Questionnaire - Healthcare Provider Ability and Competence Self-Assessment, The Maslach Burnout Inventory - Human Services Survey abbreviated 2-Question Summative Score, 10-item Warr-Cook-Wall Job Satisfaction questionnaire, measures of absenteeism and consideration of early retirement. Results: Perceived discrepancies between personal and organisational values predicted lower compassion ability (B =-0.006, 95% CI [-0.01, -0.00], P<0.001, f2=0.05) but not competence (p=0.24), lower job satisfaction (B =-0.20, 95% CI [-0.23, -0.17], P<0.001, f2=0.14), higher burnout (B =0.02, 95% CI [0.01, 0.03], P<0.001, f2=0.06), absenteeism (B =0.004, 95% CI [0.00, 0.01], P=0.01 f2=0.01), and greater consideration of early retirement (B =0.02, 95% CI [0.00, 0.03], P=0.04, f2=0.004). Conclusions: Working in value-discrepant environments predicts a range of poorer outcomes among healthcare professionals, including the ability to be compassionate. Scalable organisational and systems level interventions that address operational processes and practices that lead to the experience of value discrepancies are recommended to improve clinician performance and wellbeing outcomes. Study registration: the study was pre-registered on AsPredicted (Registration number 75407)

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The effects of compassion-based feedback on wellbeing ratings during a professional assessment healthcare task

Cited by 11 publications

References 62 publications

Connecting lived experiences of pre‐nursing students during COVID‐19 with learner well‐being: A qualitative inquiry

Connecting lived experiences of pre‐nursing students during COVID‐19 with learner well‐being: A qualitative inquiry

Working in value‐discrepant environments inhibits clinicians’ ability to provide compassion and reduces well‐being: A cross‐sectional study

Working in values-discrepant environments inhibits clinicians’ ability to provide compassion and reduces wellbeing: a cross-sectional study

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