Learning the requirements for compassionate practice: Student vulnerability and courage
Authors: Curtis, K.
Journal: Nursing Ethics
Volume: 21
Issue: 2
Pages: 210-223
eISSN: 1477-0989
ISSN: 0969-7330
DOI: 10.1177/0969733013478307
Abstract:Student nurses' professional development arises through socialisation in nursing knowledge, values and behaviours. Students are expected to demonstrate compassion; however, compassion is a complex concept, one that creates emotional challenges. A grounded theory study was undertaken to explore student nurse socialisation in compassionate practice. In-depth interviews were undertaken with 19 students in the north of England during 2009-2010, and their concerns and concern management emerged. Students expressed several concerns, one being their emotional vulnerability and uncertainty of the emotional requirements for compassionate practice. A core category of 'balancing future intentions' was identified: that students managed feelings of vulnerability and uncertainty through balancing their intentions towards and away from engagement in compassionate practice, depending upon perceived impact on their emotional well-being. The findings are discussed in relation to emotional labour and moral distress, and courage, resilience and self-compassion are explored as a means to enable sustainable compassionate practice. © The Author(s) 2013.
Source: Scopus
Learning the requirements for compassionate practice: student vulnerability and courage.
Authors: Curtis, K.
Journal: Nurs Ethics
Volume: 21
Issue: 2
Pages: 210-223
eISSN: 1477-0989
DOI: 10.1177/0969733013478307
Abstract:Student nurses' professional development arises through socialisation in nursing knowledge, values and behaviours. Students are expected to demonstrate compassion; however, compassion is a complex concept, one that creates emotional challenges. A grounded theory study was undertaken to explore student nurse socialisation in compassionate practice. In-depth interviews were undertaken with 19 students in the north of England during 2009-2010, and their concerns and concern management emerged. Students expressed several concerns, one being their emotional vulnerability and uncertainty of the emotional requirements for compassionate practice. A core category of 'balancing future intentions' was identified: that students managed feelings of vulnerability and uncertainty through balancing their intentions towards and away from engagement in compassionate practice, depending upon perceived impact on their emotional well-being. The findings are discussed in relation to emotional labour and moral distress, and courage, resilience and self-compassion are explored as a means to enable sustainable compassionate practice.
Source: PubMed
Learning the requirements for compassionate practice: Student vulnerability and courage
Authors: Curtis, K.
Journal: NURSING ETHICS
Volume: 21
Issue: 2
Pages: 210-223
eISSN: 1477-0989
ISSN: 0969-7330
DOI: 10.1177/0969733013478307
Source: Web of Science (Lite)
Learning the requirements for compassionate practice: student vulnerability and courage.
Authors: Curtis, K.
Journal: Nursing ethics
Volume: 21
Issue: 2
Pages: 210-223
eISSN: 1477-0989
ISSN: 0969-7330
DOI: 10.1177/0969733013478307
Abstract:Student nurses' professional development arises through socialisation in nursing knowledge, values and behaviours. Students are expected to demonstrate compassion; however, compassion is a complex concept, one that creates emotional challenges. A grounded theory study was undertaken to explore student nurse socialisation in compassionate practice. In-depth interviews were undertaken with 19 students in the north of England during 2009-2010, and their concerns and concern management emerged. Students expressed several concerns, one being their emotional vulnerability and uncertainty of the emotional requirements for compassionate practice. A core category of 'balancing future intentions' was identified: that students managed feelings of vulnerability and uncertainty through balancing their intentions towards and away from engagement in compassionate practice, depending upon perceived impact on their emotional well-being. The findings are discussed in relation to emotional labour and moral distress, and courage, resilience and self-compassion are explored as a means to enable sustainable compassionate practice.
Source: Europe PubMed Central