Compassion Fatigue in Clinical Nurses: An Evolutionary Concept Analysis

Background: Despite the agreement regarding the significance of the concept of CF in nursing, it has been unrecognized, and there is no clear definition of compassion fatigue in the context of nursingObjectives: The aim of this study is to inductively develop or formulate a clear and uniformed definition of compassion fatigue in the context of nursing.Patients and Methods: A Concept analysis using Rodger’s approach using a literature-based method and thematic analysis was conducted. Steps of Rodger’s concept analysis encompass identify the concept and associated definition, attributes, antecedents, consequences, surrogate terms, related concepts, and a model case exemplar.Results: attributes, antecedents and consequences of compassion fatigue from literatures is extracted and then a vivid definition is achieved.Conclusions:this analysis demonstrated that the concept of compassion fatigue is comprised of excessive empathy, the symptomatology of secondary traumatic stress, the problematic work environment of burnout and coping mechanism deficit. Keywords: Compassion fatigue, Secondary traumatic stress, nurse, concept analysi

Concept development of compassion fatigue in clinical nurses: Application of Schwartz-Barcott and Kim\u27s hybrid model

Compassion fatigue is not a new concept in nursing; yet, it is not well known and there is no fixed clear definition of the term. The ambiguity surrounding how to define compassion fatigue has challenged its measurement and evaluation. Thus, any attempt to determine attributes of this underdeveloped concept and studying it in a new socio-cultural context requires concept development. The purpose of this study is to clarify the concept of compassion fatigue through concept development and to produce a vivid and tentative definition of this concept in clinical practice. Concept development was conducted using a three-step hybrid concept analysis including theoretical, fieldwork, and final analysis phases according to Schwartz-Barcott and Kim\u27s method. We reviewed and analyzed 48 articles that met the inclusion criteria. Following, the first author conducted 13 interviews with clinical nurses followed by an inductive content analysis. Finally, a comprehensive definition of compassion fatigue in nurses was attained. Compassion fatigue in nurses can be explained as a cumulative and progressive process of absorption of the patient’s pain and suffering formed from the sympathetic and caring interactions with the patients and their families. The physical, emotional, intellectual, spiritual, social, and organizational consequences of compassion fatigue are so extensive that they threaten the existential integrity of the nurse. Context-based variables (culture, family, and community) such as personality features like devotion behaviors and commitment towards the patient, exposure to multiple stressors, organizational challenges, and lack of self-care are factors associated with an increased risk of compassion fatigue. Concept development of compassion fatigue is the first step in the protection of nurses against the destructive consequences of compassion fatigue and to improve quality of care

Management of compassion fatigue in clinical nurses: A qualitative content analysis

Background: Compassion fatigue (CF) is a progressive process of absorbing patients’ pain and suffering resulting from caring interactions between caregivers and patients. Since compassion fatigue is strongly influenced by cultural and ethnic differences, the question arose, "How do Iranian deal with CF?”Objectives: This study aimed to obtain a deep understanding of Iranian nurses’ strategies in dealing with CF.Methods: The study was conducted using the conventional content analysis method. Purposive sampling was conducted to select clinical nurses working in hospitals of Tehran and Kashan Universities of Medical Sciences, Iran. Using semi-structured face-to-face interviews, data were collected from 13 nurses who had experienced CF. Data analysis was performed according to the steps proposed by Graneheim and Lundman. To prove the trustworthiness of the data, the four criteria of credibility, dependability, confirmability, and transferability were used.Results: Participants included 13 nurses whose average age was 31 years. Three categories emerged from the participants' experiences, namely "creating a work-life balance," "trying to ignore," and "use of support circle." All categories were placed under the theme of “struggling to survive in a turbulent workplace”.Conclusion: Nurses make lots of effort to deal with CF in personal and social levels. Healthcare managers can help nurses by providing them with more support, such as spiritual and organizational ones

Emotional intelligence and caring behavior among Iranian nurses

Background: Several studies in Iran have examined nurses’ caring behaviors (CB) or emotional intelligence (EI). However, no study in Iran investigated the relationship between EI and CB among Iranian nurses.Objectives: This study examined the correlation between EI and CB among nurses.Methods: A cross-sectional study was conducted in 2020 on a sample of 223 nurses working in Shahid-Beheshti Hospital in Kashan, Iran. A demographic questionnaire, the Caring Dimension Inventory-25, and the Siberia Schering's EI questionnaire were used to collect data. Descriptive statistics, t-test, one-way analysis of variance, and Pearson’s correlation coefficient were used to analyze the data.Results: Totally, 202 nurses completed and returned the study questionnaires. Most of the nurses were female (66.8%), married (77.2%), and had a bachelor's degree in nursing (84.7%). The mean age and work experience of the participants were 31.17±6.59 and 2.11±2.06 years, respectively. The mean EI and CB scores of the nurses were 100±17.99 and 43.87±10.14, respectively. Although no significant correlation was found between the nurses' overall CB and EI scores (r=0.065, p=0.358), a significant correlation was found between the scores of "psychosocial care" subscale and all components of EI.Conclusion: Nurses demonstrated moderate EI and low CB. A significant relationship was observed between the scores of psychosocial caring behaviors with the total score of EI and its dimensions. It is suggested to design and implement programs to promote nurses' EI. Hope that these programs will improve CB in nurses

Evaluation of the level of professional socialization of postgraduate nursing students

AbstractBackground and Aim:Professional socialization is an important issue in nursing. This process creates a mechanism thatgroup members think and act the same and finally will control over their actions. With growingexpectation from nurses omits exits professional socialization dimensions such as independency,problem solving, responsibility, conducting research and competency of care delivery.Nevertheless, there are fewer problems with professionalism in nurse specialists and the levels ofpatient’s satisfaction of delivered services are increased, so the aim of this study is to evaluate thelevel of professional socialization of nursing student postgraduate degree.Materials and Methods:A descriptive study in Shahid Beheshti School of nursing and midwifery in 2015 was conducted.Population of study was the MSc nursing student. Census Sampling was conducted and all studentswho wish to participate in the study were enrolled. The questionnaire was an instrument which wasdesigned in a previous PhD in nursing dissertation.Finding:The range of participant’s age was 23 to 45 with mean ± SD 30.81±6.1 years. 79.4% of study unitswere female. The majority of students were married and live in urban area. Mean score ofprofessional socialization of nursing students was 212±22.2 and it was ranged from 157 to 269.Conclusion:Based on the scores of professional socialization of MSc nursing students, it was in a high level.The score was equal to the level of proficient and expert at Benner’s stages of clinical competence.It can be recommended that to make the learning of professional development and socializationfrom undergraduate level more effective the education in postgraduate degrees should be facilities.More collaboration between university and clinical environment should be provided.Keywords:Professionalism; Socialization; Nursing; Education; Education, Nursing, Postgraduat

Investigation of knowledge, attitudes, and practice of nursing, midwifery, and surgical technology students regarding standard precautions and self-protection in the clinical setting

Background: Due to the nature of their academic field and clinical training, students of nursing, midwifery, and surgical technology are exposed to the risk of damages due to sharp instruments, blood, and body fluids. This study aimed to assess the knowledge, attitude, and practice of students of nursing, midwifery, and surgical technology about standard precautions and self-protection in the clinical settings. Methods: This cross-sectional study was conducted at the Nursing and Midwifery School of Kashan University of Medical Sciences, 2018. A total of 300 students were selected through nonprobability quota sampling. A four-part questionnaire was used to collect the data on the students' characteristics, and their knowledge, attitude, and practice regarding the special safety percussions. The data were analyzed with descriptive statistics, Chi-square and Fisher's exact tests, analysis of variance, Pearson's correlation coefficient, and SPSS software version 16. Results: No significant connection was found between the students' knowledge, attitudes, and practice and their demographic characteristics. Most students had a moderate level of knowledge about self-protection in the clinical setting. None of the students had good knowledge and compliance with safety principles. A significant correlation was found between knowledge and attitudes (P = 0.01, r = 0.14) and between attitudes and practice (P = 0.00, r = 0.29). No significant correlation was found between the students' knowledge and practice (P = 0.52, r = 0.037). Conclusions: Acquisition of a moderate level of knowledge, attitudes, and practice indicates that the students were familiar with the concepts examined; nonetheless, this level may not suffice for appropriate and safe practice in the clinical setting

The effects of mentorship and educational videos on nursing students’ physical examination skills: a clinical audit

Abstract Background Poor competence in clinical examination skills among nurses has been reported in practice, and there is a strong consensus that physical examination (PE) education must be improved. However, deficiencies cannot be resolved by theoretical training alone, and new training approaches are required to enable nursing students to perform PE accurately. This study aimed to determine and compare the effect of two new educational methods (mentorship and educational video methods) on the physical examination skills of Iranian nursing students. Methods This study was a clinical audit with three group pretest posttest design. Eligible nursing students were recruited through the census method and assigned to three groups (mentorship, educational videos, and control group) using permuted block randomization. Students were taught PE skills in three vital systems through three approaches (mentors, educational videos, and routine educational methods). Data were collected using a two-part instrument consisting of a demographic information questionnaire and a 32-item checklist for assessing the students’ skills in examining the respiratory system (10 items), cardiovascular system (13 items), and 12 cranial nerves (9 items). Data were analyzed using SPSS software version 16 and descriptive and analytical statistical tests. Results At baseline, students in all groups scored less than half of the possible scores in all three systems, and the mean scores of the three groups were not statistically different (P > 0.05). After the intervention, the mean scores of students in the mentorship group increased significantly in all three systems (P 0.05). Furthermore, after the intervention, the mean scores of the educational video group and the control group did not significantly differ in any of the three systems (P > 0.05). The ANCOVA showed that with posttest score as the covariate, PE skills in all three systems improved one week after the intervention in the mentor group compared to the control group and the educational video group. However, PE skills in all three systems did not improve one week after the intervention in the educational video group compared to the control group. Conclusions The mentorship method is more effective than the educational video and routine methods for teaching PE skills to nursing students. Nursing schools can use the mentor method in training nursing students, and it is recommended to revise the PE lesson unit in the nursing curriculum and exchange it from a purely theoretical-based unit to a mixture of theoretical and clinical-based training. Educational videos alone cannot improve nursing students’ PE skills; thus, if educational videos are used to teach clinical skills, it is necessary to hold hands-on sessions to provide feedback to students and correct their mistakes

The educational outcomes of innovative teaching methods in clinical nursing education

AbstractBackground and aim:Clinical education is one of the principal elements of nursing education. Cultural competency asone of the clinical education outcomes is an important issue in medical and nursing education by ithealth care providers can gain the ability of working efficiently. Cultural competency can beachieved by implementation and purposeful utilization some learning strategies and processes. Thepurpose of this article is an overview of utilization of new teaching approaches in clinical educationof nursing students and getting information about achieving to learning outcomes, particularly in thecultural competence field.Materials and Methods:This was a review article. Persian databases, including Magiran, IranMedex, SID and Irandoc weresearched using keyword's clinical training, nursing, innovative teaching methods, clinical education.A total of 62 articles were collected, then 26 relevant articles were included in the final analysisResults:Among related studies, six concept maps, six clinical education related, four varieties of mentorshipapproaches, three blended clinical teaching, and two computer-based approach were reviewed andthe rest were other approaches.Conclusion:The results showed that cultural competency is a missing component in nursing education.Considering the importance and necessity of cultural competency, it is recommended that clinicaleducation approaches particularly innovative strategies should use. The qualitative and quantitativemethods should use for assessment and improvement of education of this important component.Key words:Training; Nursing, Cultural Competenc