Identifying the Role of Self-Compassion in Nursing Students' Perceptions of Readiness for Practice: A Mixed Methods Study.

IF 2 Q2 NURSING

Journal of Holistic Nursing Pub Date : 2024-08-16 DOI:10.1177/08980101241273366

Laurie A Walter

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引用次数: 0

Abstract

Purpose of Study: Nursing students must be able to provide holistic, patient-centered, compassionate care upon entering professional practice despite the stress and psychological challenges of the healthcare environment. The purpose of this study was to explore the relationship between self-compassion, as a promoter, predictor and protector of psychological health, and perceived readiness for practice. Design of Study: This study used a convergent mixed-method design with correlational and directed content analyses. A convenience sample of undergraduate senior nursing students from baccalaureate programs in the Northeastern Region of the United States participated. Methods: Participants completed a 37-item online survey consisting of a demographic questionnaire, the Self-Compassion Scale Short Form (SCS-SF), and the Casey Fink Readiness for Practice Survey ^©2008 (n = 82) followed by semi-structured online interviews (n = 18). Findings: Results indicated that self-compassion and support systems positively influence perceived readiness for professional nursing practice. Conclusions: The findings promote psychological health as a component of readiness for professional nursing practice and the incorporation of self-compassion development into nursing curriculum.

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确定自我同情在护理专业学生对实践准备的认知中的作用：混合方法研究。

研究目的：尽管面临医疗环境的压力和心理挑战，但护理专业学生在进入专业实践后必须能够提供以病人为中心的整体护理和同情护理。本研究旨在探讨作为心理健康的促进者、预测者和保护者的自我同情与感知到的实习准备之间的关系。研究设计：本研究采用收敛混合方法设计，并进行了相关分析和定向内容分析。研究对象为美国东北部地区本科护理专业的高年级学生。研究方法参与者完成了一项包含 37 个项目的在线调查，其中包括人口统计学问卷、自我同情量表简表 (SCS-SF) 和凯西-芬克实践准备调查 ©2008 （n = 82），随后进行了半结构化在线访谈（n = 18）。研究结果结果表明，自我同情和支持系统对专业护理实践的认知准备度有积极影响。结论研究结果促进了作为专业护理实践准备的一个组成部分的心理健康，以及将自我同情发展纳入护理课程。

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来源期刊

Journal of Holistic Nursing NURSING-

CiteScore

4.30

自引率

10.00%

发文量

期刊介绍： Manuscripts are solicited that deal with the processes of knowledge development and application including research, concept analysis and theory development, practical applications of research and theory, clinical case studies and analysis, practice applications in general, educational approaches and evaluation, and aesthetic expressions of holistic knowledge. While the journal seeks to support work grounded in evidence, the editorial philosophy suggests that there are many diverse sources of “evidence” beyond the realm of what is called “empirical” and that many methods are appropriate for discovering evidence and generating knowledge.