| Objective(s):To understand the level of humanistic care and self-compassion of undergraduate nursing students and their relationship,and further explore the impact of mindful self-compassion on the humanistic caring ability of undergraduate nursing students.Methods:Part I: Investigation stageA survey was conducted on 579 nursing students of a university by using the caring ability inventory and the self-compassion scale.Afterwards,semi-structured interviews were conducted on nursing students who were willing to talk to evaluate their cognitive status of humanistic care and self-compassion.The collected data were sorted and analyzed through the three-level coding of grounded theory.Part II: Intervention stageThis stage was a randomized controlled trial.A total of 54 nursing students were divided into the experimental group(n=27)and the control group(n=27)by simple random sampling.The control group continued conventional teaching activity,and the experimental group applied a two-stage intervention based on the conventional teaching activity with the mindful self-compassion training proved by experts.After the first stage of training,the caring ability inventory and the self-compassion scale were used for evaluation.Three months later,the experimental group was followed-up evaluated and the second stage of training was started.After the whole training,the humanistic caring ability and self-caring ability of the two groups of nursing students were evaluated.Afterwards,semi-structured interviews were conducted on nursing students who were willing to talk to evaluate the intervention effect of mindful self-compassion training.SPSS26.0 was used to analyze the data;The interview results were analyzed using the Colaizzi data analysis.Results:Part I: Investigation stage(1)Quantitative results: The total score of caring ability of undergraduate nursing students was(179.85 ± 13.373),which was at the middle level.The total score of self-compassion of undergraduate nursing students was(86.94±9.049),which was at the middle level too.There was a significant positive correlation between self-compassion and humanistic caring ability(p<0.01).(2)Qualitative results: Following the principle of data saturation,a total of 15 nursing students were interviewed.The information was summarized into three themes by using grounded theoretical analysis: Various ways for nursing students to get caring knowledge;Nursing students’ cognition of care;Nursing students’ expectations for caring training.Part II: Intervention stage(1)Improve the mindful self-compassion training program based on experts’ opinions.(2)Comparison of baseline values between the two groups: there was no statistically significant difference between the experimental group and the control group in general information,humanistic caring ability and self-caring ability before intervention(p>0.05),which was comparable.(3)After the first stage of intervention,the total score of humanistic care and the scores of three dimensions in the experimental group were higher than those in the control group,and the differences in the total score,courage and patience dimensions were statistically significant(p<0.05),but the difference in the score of understanding dimension was not statistically significant(p>0.05);The total score of self-compassion and the scores of each sub-dimension in the experimental group were higher than those in the control group,and the differences in the total score,self-kindness,mindfulness,and over-identification dimensions were statistically significant(p<0.05),but the differences in the scores of self-judgment,common humanity and isolation dimensions were not statistically significant(p>0.05).Three months after the end of the first stage,the tracking results of the experimental group showed that there was no change in the ability of humanistic care and self-compassion,and the difference was not statistically significant(p>0.05).(4)After the whole intervention,the total scores of humanistic care,self-compassion,and each dimension of the two scales in the experimental group were higher than those in the control group,and the differences were statistically significant(p<0.05).(5)Semi-structured interview results: Following the principle of data saturation,a total of 18 nursing students were interviewed.The interview records after mindful self-compassion training were analyzed and summarized,and two topics were extracted: Nursing students’ feelings about mindful self-compassion training and nursing students’ evaluation of training activities.Nursing students’ feelings about mindful self-compassion training:(1)Mindful self-compassion training can improve nursing students’ cognition of care;(2)Mindful self-compassion training can promote the caring ability of nursing students;(3)Mindful self-compassion training can enhance nursing students’ awareness of themselves and others;(4)Mindful self-compassion training can improve nursing students’ social skills.Nursing students’ evaluation of training activities included activities that nursing students enjoyed(mindful eating,sharing their loved ones,sending themselves a caring letter),and activities that nursing students unfavourable(mindful walking,self-criticism,and body scanning).Conclusion(s):1.The ability of humanistic care and self-compassion of undergraduate nursing students need to be improved,and there is a significant positive correlation between the humanistic care and self-compassion of nursing students.It verifies the theoretical relationship between self-compassion and humanistic care in Watson’s caring theory.We can try to apply self-compassion to the cultivation of caring nurses in universities.2.After intervention on undergraduate nursing students,the results show that mindful self-compassion training can improve the self-caring ability of nursing students and promote their humanistic caring ability,which is feasible and effective. |
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