护士同情心的影响因素及训练方法的研究进展

doi:10.3761/j.issn.0254-1769.2024.03.017

摘要/Abstract

摘要：

同情心是护士职业素养的重要组成部分，也是实现有效护患沟通和实施人文关怀护理的基础，提高护士同情心有助于为患者提供高质量护理服务。该研究对同情心的概念及内涵，护士同情心的影响因素、训练方法及效果进行综述，分析现有训练方法的不足，并提出对未来的展望，为在护士中开展同情心训练提供理论依据。

关键词: 同情心, 同情心训练, 影响因素分析, 护理管理研究, 综述

Abstract:

Compassion is an important part of nurses’ professional quality，and it is also the basis of effective nurse-patient communication and humanistic care. Improving nurses’ compassion is helpful to provide high-quality nursing services to patients. This study reviews the definition of compassion，the factors affecting compassion and the training methods to improve compassion，analyzes the shortcomings of existing training methods，and puts forward the prospects for future research，so as to provide a theoretical foundation for future compassion training among nurses.

Key words: Compassion, Compassion Training, Root Cause Analysis, Nursing Administration Research, Review

李娇悦, 杨黎, 苏爱华, 兰梦斐, 张弘强, 亓艺璇. 护士同情心的影响因素及训练方法的研究进展[J]. 中华护理杂志, 2024, 59(3): 371-377.

LI Jiaoyue, YANG Li, SU Aihua, LAN Mengfei, ZHANG Hongqiang, QI Yixuan. Research progress on influencing factors and training of nurses’ compassion[J]. Chinese Journal of Nursing, 2024, 59(3): 371-377.

参考文献 46

[11]	Xie WQ, Chen LM, Feng F, et al. The prevalence of compassion satisfaction and compassion fatigue among nurses:a systematic review and meta-analysis[J]. Int J Nurs Stud, 2021, 120:103973. DOI URL
[12]	Lown BA, Muncer SJ, Chadwick R. Can compassionate healthcare be measured? The Schwartz center compassionate care scale?[J]. Patient Educ Couns, 2015, 98(8):1005-1010. DOI URL
[13]	Spandler H, Stickley T. No hope without compassion:the importance of compassion in recovery-focused mental health services[J]. J Ment Health, 2011, 20(6):555-566. DOI PMID
[14]	Weng HY, Fox AS, Shackman AJ, et al. Compassion training alters altruism and neural responses to suffering[J]. Psychol Sci, 2013, 24(7):1171-1180. DOI PMID
[15]	罗肖泉. 析“同情伦理学”之同情观[J]. 广西社会科学, 2002(4):47-49.
	Luo XQ. An analysis of the concept of sympathy in “sympathy ethics”[J]. Guangxi Soc Sci, 2002(4):47-49.
[16]	Jazaieri H, Jinpa GT, McGonigal K, et al. Enhancing compassion:a randomized controlled trial of a compassion cultivation training program[J]. J Happiness Stud, 2013, 14(4):1113-1126. DOI URL
[17]	Perez-Bret E, Altisent R, Rocafort J. Definition of compassion in healthcare:a systematic literature review[J]. Int J Palliat Nurs, 2016, 22(12):599-606. DOI URL
[18]	Baguley SI, Pavlova A, Consedine NS. More than a feeling? What does compassion in healthcare ‘look like’ to patients?[J]. Health Expect, 2022, 25(4):1691-1702. DOI PMID
[19]	周亚文. 当代青少年同情心发展现状及其教育出路:基于对全国性跟踪调查数据的分析[J]. 现代基础教育研究, 2022(3):105-111.
	Zhou YW. The development status of contemporary adolescents’ sympathy and its educational outlet-based on the analy-sis of the national follow-up survey data[J]. Res Mod Basic Educ, 2022(3):105-111.
[20]	Akın B, Erkal Aksoy Y, Yılmaz S. Spiritual care,compassion and associated factors of midwives working in delivery rooms[J]. Int J Nurs Pract, 2021, 27(5):e12980-e12991.
[21]	Çingöl N, Çelebi E, Zengin S, et al. The investigation of compassion level of nursing students in a health college(Turkish)[J]. J Clin Psy, 2018, 21(1):61-67. DOI URL
[22]	Babaei S, Taleghani F. Compassionate care challenges and barriers in clinical nurses:a qualitative study[J]. Iran J Nurs Midwifery Res, 2019, 24(3):213-219. DOI PMID
[23]	Zamanzadeh V, Valizadeh L, Rahmani A, et al. Factors facilitating nurses to deliver compassionate care:a qualitative study[J]. Scand J Caring Sci, 2018, 32(1):92-97. DOI PMID
[24]	Ghafourifard M, Zamanzadeh V, Valizadeh L, et al. Compassio-nate nursing care model:results from a grounded theory study[J]. Nurs Ethics, 2022, 29(3):621-635. DOI URL
[25]	Morgenroth T, Ryan M, Peters K. The motivational theory of role modeling:how role models influence role aspirants’ goals[J]. Rev Gen Psychol, 2015, 19:465-483. DOI URL
[26]	梁燕, 许佳敏, 王君俏. 临床导师榜样角色对护理本科生专业认同的作用分析[J]. 中华护理教育, 2020, 17(2):108-112.
	Liang Y, Xu JM, Wang JQ. The influence of the role modeling of clinical tutors on nursing undergraduates’ professional identity:an interpretative phenomenological analysis[J]. Chin J Nurs Educ, 2020, 17(2):108-112.
[27]	Rozedes Ordons AL, MacIsaac L, Hui J, et al. Compassion in the clinical context:constrained,distributed,and adaptive[J]. J Gen Intern Med, 2020, 35(1):198-206. DOI
[28]	Menage D, Bailey E, Lees S, et al. Women’s lived experience of compassionate midwifery:human and professional[J]. Midwifery, 2020, 85:102662. DOI URL
[29]	Adamson E, Dewar B. Compassionate care:student nurses’ learn-ing through reflection and the use of story[J]. Nurse Educ Pract, 2015, 15(3):155-161. DOI URL
[30]	Maben J, Taylor C, Dawson J, et al. A realist informed mixed-methods evaluation of Schwartz center rounds in England[J]. Southampton(UK):NIHR J Lib, 2018, 6(37):1-127.
[31]	Jeffers S. Becoming aware of compassionate care through a patient’s story:reflections from first-year nursing students[J]. Creat Nurs, 2019, 25(4):322-328. DOI URL
[32]	Farr M, Barker R. Can staff be supported to deliver compassionate care through implementing Schwartz rounds in community and mental health services?[J]. Qual Health Res, 2017, 27(11):1652-1663. DOI PMID
[33]	Gishen F, Whitman S, Gill D, et al. Schwartz centre rounds:a new initiative in the undergraduate curriculum—what do medical students think?[J]. BMC Med Educ, 2016, 16(1):1-7. DOI URL
[34]	Loomis J, De Natale ML. Teaching compassion for impoverished patients through simulation[J]. Nursing, 2017, 47(8):20-23. DOI PMID
[35]	Kalish R, Dawiskiba M, Sung YC, et al. Raising medical student awareness of compassionate care through reflection of annotated videotapes of clinical encounters[J]. Educ Health, 2011, 24(3):490. DOI URL
[36]	Hayes C, Jackson D, Davidson PM, et al. Pondering practice:enhancing the art of reflection[J]. J Clin Nurs, 2018, 27(1/2):e345-e353.
[37]	高瑞英, 皇甫卫忠. 基于体验式教学在护理实践中培养实习生同情心的方法研究[J]. 内蒙古医科大学学报, 2020, 42(S2):88-91.
[1]	Sinclair S, Kondejewski J, Jaggi P, et al. What is the state of compassion education? A systematic review of compassion training in health care[J]. Acad Med, 2021, 96(7):1057-1070. DOI PMID
[2]	Tamyra M, Donald B, Kirsty R, et al. Research progress on theoretical model,influencing factors and coping strategies of clinical nurses’ compassion[J]. Psycho Onco,2019,28(12):273-279.
[3]	Arkan B, Yılmaz D, Düzgün F. Determination of compassion levels of nurses working at a university hospital[J]. J Relig Health, 2020, 59(1):29-39. DOI PMID
[4]	Yilmaz-Esencan T, Demir-Yildirim A, Uzun SN. An investigation of factors affecting compassion levels of midwives[J]. Eur J Midwifery, 2022, 6:27.
[5]	刘凤, 黄永丽, 周锡平, 等. 内科护士同情能力现状及影响因素调查分析[J]. 现代预防医学, 2018, 45(9):1644-1648.
	Liu F, Huang YL, Zhou XP, et al. Status quo and influencing factors of compassion competence among internal medicine nurses[J]. Mod Preve Med, 2018, 45(9):1644-1648.
[6]	熊腾琼, 吴丽平, 刘勤, 等. 儿科护士同情能力现状及其影响因素分析[J]. 现代临床护理, 2021, 20(4):15-20.
	Xiong TQ, Wu LP, Liu Q, et al. Compassion competence in paediatric nurses:current situation and influencing factors[J]. Mod Clin Nurs, 2021, 20(4):15-20.
[7]	Hemberg J, Wiklund Gustin L. Caring from the heart as belonging-the basis for mediating compassion[J]. Nurs Open, 2020, 7(2):660-668. DOI URL
[8]	丛胜楠, 张爱霞, 刘颖, 等. 江苏省妇产专科医院护士共情疲劳的影响因素及路径分析[J]. 中华护理杂志, 2022, 57(8):977-984. DOI
	Cong SN, Zhang AX, Liu Y, et al. Analysis of influencing factors and impact path of compassion fatigue in nurses from maternity hospitals in Jiangsu[J]. Chin J Nurs, 2022, 57(8):977-984. DOI
[9]	王译曼, 李瑞玲, 张乐乐, 等. 正念干预在护士共情疲劳中应用的范围综述[J]. 中华护理杂志, 2023, 58(9):1142-1148. DOI
	Wang YM, Li RL, Zhang LL, et al. The application of mindfulness-based intervention in nurses’ compassion fatigue:a scoping review[J]. Chin J Nurs, 2023, 58(9):1142-1148.
[10]	周川茹, 黄霞, 王聪, 等. 四川省24所三级医院ICU护士关怀行为的现状及影响因素研究[J]. 中华护理杂志, 2022, 57(15):1868-1873. DOI
	Zhou CR, Huang X, Wang C, et al. The current status and influencing factors of caring behavior among ICU nurses in 24 tertiary hospitals in Sichuan Province[J]. Chin J Nurs, 2022, 57(15):1868-1873. DOI
[37]	Gao RY, Huangfu WZ. Research on the method of cultivating the compassion of interns in nursing practice based on experiential teaching[J]. J In Mong Med Univer, 2020, 42(S2):88-91.
[38]	Meaux JB, Ashcraft PF, Gillis L. The effect of the poverty simulation on BSN student attitudes toward poverty and poor people[J]. Nurse Educ Today, 2019, 83:104192. DOI URL
[39]	Condon P, Makransky J. Recovering the relational starting point of compassion training:a foundation for sustainable and inclusive care[J]. Perspect Psychol Sci, 2020, 15(6):1346-1362. DOI URL
[40]	Gilbert P. Compassion focused therapy:distinctive features[M]. Routledge, 2010.
[41]	Bell T, Dixon A, Kolts R. Developing a compassionate internal supervisor:compassion-focused therapy for trainee therapists[J]. Clin Psychol Psychother, 2017, 24(3):632-648. DOI URL
[42]	Gilbert P, Irons C. A pilot exploration of the use of compassionate images in a group of self-critical people[J]. Memory, 2004, 12(4):507-516. DOI PMID
[43]	McEwan K, Minou, Moore H, et al. Engaging with distress:training in the compassionate approach[J]. J Psychiatr Ment Health Nurs, 2020, 27(6):718-727. DOI URL
[44]	Weingartner LA, Sawning S, Shaw M, et al. Compassion cultiva-tion training promotes medical student wellness and enhanced clinical care[J]. BMC medical education, 2019, 19(1):1-11. DOI
[45]	Ozawa-de Silva B, Negi LT. Cognitively-based compassion training:protocol and key concepts[J]. Compassion:Bridging theory and practice, 2013:417-438.
[46]	Mascaro SJ, Kelley S, Darcher A, et al. Meditation buffers medical student compassion from the deleterious effects of depression[J]. J Posit Psychol, 2018, 13(2):133-142. DOI URL