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Journal articles on the topic 'Compassionate nursing care'

Author: Grafiati

Published: 4 June 2021

Last updated: 14 February 2022

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1

Ferguson, Dorothy. "Excellence in Compassionate Nursing CareExcellence in Compassionate Nursing Care." Primary Health Care 23, no. 2 (March 2013): 11. http://dx.doi.org/10.7748/phc2013.03.23.2.11.s4.

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Su, Jing Jing, Golden Mwakibo Masika, Jenniffer Torralba Paguio, and Sharon R. Redding. "Defining compassionate nursing care." Nursing Ethics 27, no. 2 (July 8, 2019): 480–93. http://dx.doi.org/10.1177/0969733019851546.

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Background: Compassion has long been advocated as a fundamental element in nursing practice and education. However, defining and translating compassion into caring practice by nursing students who are new to the clinical practice environment as part of their educational journey remain unclear. Objectives: The aim of this study was to explore how Chinese baccalaureate nursing students define and characterize compassionate care as they participate in their clinical practice. Methods: A descriptive qualitative study design was used involving a semi-structured in-depth interview method and qualitative content analysis. Twenty senior year baccalaureate nursing students were interviewed during their clinical practicum experience at four teaching hospitals. Ethical considerations: Permission to conduct the study was received from the Institutional Review Boards and the participating hospitals. Results: Baccalaureate nursing students defined and characterized compassionate care as a union of “empathy” related to a nurse’s desire to “alleviate patients’ suffering,” “address individualized care needs,” “use therapeutic communication,” and “promote mutual benefits with patients.” Students recognized that the “practice environment” was characterized by nurse leaders’ interpersonal relations, role modeling by nurses and workloads which influenced the practice of compassionate care by nursing personnel. Conclusion: Compassionate care is crucial for patients, nurses, and students in their professional development as well as the development of the nursing profession. In order to provide compassionate care, a positive practice environment promoted by hospital administrators is needed. This also includes having an adequate workforce of nurses who can role model compassionate care to students in their preceptor role while meeting the needs of their patients.

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Gundry, Stephen. "Excellence in Compassionate Nursing Care – Leading the ChangeExcellence in Compassionate Nursing Care – Leading the Change." Nursing Standard 27, no. 26 (February 27, 2013): 28. http://dx.doi.org/10.7748/ns2013.02.27.26.28.b1473.

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Dalvandi, Asghar, Aliakbar Vaisi-Raygani, Kian Nourozi, Abbas Ebadi, and Mahdi Rahgozar. "The Importance and Extent of Providing Compassionate Nursing Care from The Viewpoint of Patients Hospitalized in Educational Hospitals in Kermanshah - Iran 2017." Open Access Macedonian Journal of Medical Sciences 7, no. 6 (March 28, 2019): 1047–52. http://dx.doi.org/10.3889/oamjms.2019.204.

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AIM: This study is an attempt to determine the importance and extent of providing compassionate nursing care from the hospitalised patients’ viewpoint in educational hospitals in Kermanshah-Iran 2017 METHODS: The study was carried out as a descriptive, analytical work in the hospitals affiliated to Kermanshah University of Medical Sciences on 300 patients in 2017. The patients were selected through convenient sampling, and Burnell Compassionate Care Scale was filled by the participants. The collected data was analysed in SPSS (v.20) using descriptive and inferential statistics. RESULTS: The results showed that the mean and standard deviation score of importance and extent of compassionate care were 3.27 ± 0.526 and 2.80 ± 0.647 respectively. There was a significant difference between these two scores (p < 0.001). About all the factors in compassionate nursing care, there was a significant difference between the importance and extent of compassionate nursing care. The mean score of the importance of compassionate nursing care from female patients’ viewpoint was higher than that of men (p = 0.032). The observers with college educations perceived the extent of compassionate nursing care less than the other groups of participants (p = 0.008). CONCLUSIONS: There was a significant difference between the importance and extent of compassionate nursing care from the patients’ point of view. This highlights negligence by the nurses of this critical aspect of care. It is recommended, therefore, to add compassionate nursing care to nursing programs and commission more research works on other groups of health care personnel.

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Ulysse, Fabienne Gaillard. "Compassionate Care: The Art of Nursing." Journal of Pastoral Care & Counseling: Advancing theory and professional practice through scholarly and reflective publications 65, no. 1 (March 2011): 1–3. http://dx.doi.org/10.1177/154230501106500107.

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Goodie, Jo Ann, and Gayle McGlory. "Compassionate care." Nursing 40, no. 5 (May 2010): 12–14. http://dx.doi.org/10.1097/01.nurse.0000371117.77522.e8.

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Saab, Mohamad M., Jonathan Drennan, Nicola Cornally, Margaret Landers, Josephine Hegarty, Eileen Savage, Cora Lunn, and Alice Coffey. "Impact of a compassionate care leadership programme." British Journal of Nursing 28, no. 11 (June 13, 2019): 708–14. http://dx.doi.org/10.12968/bjon.2019.28.11.708.

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Compassionate care delivery enhances patient satisfaction and quality of life and reduces nurse burnout. This study measured the perceptions of nursing and midwifery leaders regarding the impact of the ‘Leaders for Compassionate Care Programme’ on their personal development, learning experience, service and care delivery, programme quality, and satisfaction with the programme. Seventy-nine leaders were surveyed using the Leaders for Compassionate Care Outcomes Evaluation Questionnaire and the Leaders for Compassionate Care Evaluation Questionnaire. Participants' perceived ability to support peer learning, manage conflict, and build trust with patients increased significantly following the programme (P≤0.001). Over 80% of participants reported that they were able to apply to practice what they had learnt from the programme and reported an increase in their motivation to lead in compassionate care delivery. Various strategies are needed to improve compassionate care leadership and further research is needed to explore the long-term impact of the programme.

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Valizadeh, Leila, Vahid Zamanzadeh, Belinda Dewar, Azad Rahmani, and Mansour Ghafourifard. "Nurse’s perceptions of organisational barriers to delivering compassionate care: A qualitative study." Nursing Ethics 25, no. 5 (August 11, 2016): 580–90. http://dx.doi.org/10.1177/0969733016660881.

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Background: Compassionate care is an international priority of healthcare professionals. There is little understanding about how workplace issues impact provision of compassionate care in nursing practice. Therefore, it is important to address the workplace issues and organizational factors which may hinder compassionate care delivery within nursing practice. Objective: The aim of this study was to explore workplace and organizational barriers to compassionate care from the nurses’ perspective. Research design: The study used a qualitative exploratory design, and data were analyzed by conventional content analysis. Participants and research context: A total of 15 nurses working in different fields of nursing were recruited from four hospitals at northwest of Iran. Participants were selected by purposive sampling. Semistructured interviews were conducted for data collection. Ethical consideration: Ethical approval of this study was gained from the Ethical Review Board of Tabriz University of Medical Sciences. Findings: The main theme which emerged from data analysis was “unsupportive organizational culture.” This theme had two main categories including “excessive workload alongside inadequate staffing” and “the lack of value on compassionate care.” Discussion: Organizational barriers to development of compassionate in clinical practice were identified in this study. A closer examination of these barriers is required to move compassionate practice from an individual responsibility to a collective responsibility that is owned and shared by organizations. Conclusion: For compassionate care to flourish, policy makers, managers, and healthcare providers must foster an organizational atmosphere conducive to compassionate care.

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Spada, Jackie. "Call for Compassionate Care." American Journal of Nursing 99, no. 10 (October 1999): 14. http://dx.doi.org/10.2307/3521894.

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Spada, Jackie. "CALL FOR COMPASSIONATE CARE." American Journal of Nursing 99, no. 10 (October 1999): 14. http://dx.doi.org/10.1097/00000446-199910000-00010.

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Henderson, Amanda, and Jenny Jones. "Developing and maintaining compassionate care in nursing." Nursing Standard 32, no. 4 (September 20, 2017): 60–69. http://dx.doi.org/10.7748/ns.2017.e10895.

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Kerrigan, Lynne. "Preserving the ‘passion’ in compassionate nursing care." Veterinary Nurse 7, no. 8 (October 2, 2016): 436–39. http://dx.doi.org/10.12968/vetn.2016.7.8.436.

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von Dietze, Erich, and Angelica Orb. "Compassionate care: a moral dimension of nursing *." Nursing Inquiry 7, no. 3 (September 2000): 166–74. http://dx.doi.org/10.1046/j.1440-1800.2000.00065.x.

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Su, Jing Jing, Jenniffer Torralba Paguio, Golden Mwakibo Masika, Mian Wang, and Sharon R. Redding. "Learning compassionate care: Experiences of nursing students." Nurse Education in Practice 53 (May 2021): 103092. http://dx.doi.org/10.1016/j.nepr.2021.103092.

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Dewar, Belinda, Elizabeth Adamson, Stephen Smith, Joyce Surfleet, and Linda King. "Clarifying misconceptions about compassionate care." Journal of Advanced Nursing 70, no. 8 (November 28, 2013): 1738–47. http://dx.doi.org/10.1111/jan.12322.

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Trail, Juliet Jennifer, and Tim Cunningham. "The Compassionate University." Journal of Perspectives in Applied Academic Practice 6, no. 3 (September 12, 2018): 49–56. http://dx.doi.org/10.14297/jpaap.v6i3.358.

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Over the past decade, the University of Virginia has been experiencing a culture change towards becoming a more contemplative and compassionate institution. The leaders of this change seek, ultimately, to enhance and influence every aspect of the mission and community of this large, prestigious public institution. Of course, multi-layered and pervasive culture change does not occur instantaneously. Rather, the establishment in 2009 of the UVA School of Nursing’s Compassionate Care Initiative, followed by the launch in 2012 of the pan-university UVA Contemplative Sciences Center have led to an array of targeted initiatives that incorporate both the health system – consisting of the School of Nursing, School of Medicine, and the UVA Medical Center – and the university’s academic division, consisting of nine additional schools as well as the ancillary units that support the wider university. This article provides a set of detailed examples of efforts implemented by these two centers in support of a culture change towards more compassionate teaching, research, patient care, and service. Examples will include: supporting compassion and self-care through retreats in the School of Nursing and research assessing the impact of this and additional co-curricular programming via cross-sectional survey of nurses discussion of student, faculty and clinical Ambassadors who serve as compassion mentors across the UVA Health System consideration of contemplative pedagogy within the UVA undergraduate course Mindfulness & Compassion: Towards Living Fully, Personally & Professionally discussion of pan-university co-curricular programming serving the university community that seeks to create impact at an institution-wide level. The impact and outcomes of each example will be considered, individually and as part of a larger shift towards creating a compassionate, contemplative university for the modern era.

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Tehranineshat, Banafsheh, Mahnaz Rakhshan, Camellia Torabizadeh, and Mohammad Fararouei. "Nurses’, patients’, and family caregivers’ perceptions of compassionate nursing care." Nursing Ethics 26, no. 6 (June 13, 2018): 1707–20. http://dx.doi.org/10.1177/0969733018777884.

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Background: Compassion is the core of nursing care and the basis of ethical codes. Due to the complex and abstract nature of this concept, there is a need for further investigations to explore the meaning and identify compassionate nursing care. Objectives: The purpose of this study was to identify and describe compassionate nursing care based on the experiences of nurses, patients, and family caregivers. Research design: This was a qualitative exploratory study. Data were analyzed using the conventional content analysis method. Participants and research context: Nurses, hospitalized patients, and family caregivers in different educational hospitals in an urban area of Iran were selected from February 2016 to December 2017 using a purposeful sampling method (n = 34). In-depth and semi-structured interviews, focus group interviews, and field notes were used for data collection. Ethical considerations: The study was approved by the University’s Ethics Committee. The participants were informed about the aim and method of the study, reasons for recording the interviews, confidentiality of data, and voluntary nature of participation in this study. Findings: Data from interviews and filed notes were analyzed and classified into three themes: “effective interaction,” “professionalism,” and “continuous comprehensive care.” Discussion and conclusion: Emerged themes of this study involved holistic care in the current literature on nursing with an emphasis on effective interaction and professionalism. Nurses can understand patients’ and family caregivers’ comprehensive needs through interaction skills. In addition, clinical proficiency, maintaining professional ethics’ standards along with holism, and continuity in care are examples of compassionate care. Education program about compassionate care can enhance the quality of nursing care.

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Lennan, Elaine. "Excellence in compassionate nursing care Claire Chambers and ElaineRyder Excellence in compassionate nursing careRadcliffe Publishing£29.99180pp97818461939961846193990." Cancer Nursing Practice 11, no. 9 (November 8, 2012): 8. http://dx.doi.org/10.7748/cnp.11.9.8.s2.

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Rogers, Helen. "The role of nursing leadership in supporting the delivery of compassionate care during NHS mergers and acquisitions." British Journal of Healthcare Management 27, no. 7 (July 2, 2021): 186–93. http://dx.doi.org/10.12968/bjhc.2020.0137.

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Background/Aims This qualitative study explores the role of nursing leadership in supporting the delivery of compassionate care in a hospital that experienced both an acquisition and merger within 5 years. It aimed to understand the impact that NHS mergers and acquisitions have on a nursing team's capacity to deliver compassionate care to patients and to explore how nursing leadership can support the delivery of compassionate care during these periods. Methods Semi-structured interviews were undertaken with seven members of purposively recruited staff, who had lived experience of working at a hospital during an acquisition by a larger NHS trust, followed by a merger with another large NHS trust 5 years later. Results Staff valued authentic, honest and visible nurse leadership that was understanding of the context in which they were delivering care. Ward managers and matrons acted as ‘shock absorbers’ to protect their teams from the negative aspects of the change process. However, this came at an emotional cost and demonstrates the need for continued support structures. Conclusions This case study shows that staff value being able to deliver compassionate care; it gives meaning to their work, especially the ‘small things’. However, the context of care delivery can affect their ability to do this. There remains a great need for emotional support for staff to sustain their resilience in the face of changing staff, policies, practices and clinical models.

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Crawford, Paul, Brian Brown, Marit Kvangarsnes, and Paul Gilbert. "The design of compassionate care." Journal of Clinical Nursing 23, no. 23-24 (May 19, 2014): 3589–99. http://dx.doi.org/10.1111/jocn.12632.

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Quinn, Barry. "Role of nursing leadership in providing compassionate care." Nursing Standard 32, no. 16-19 (December 13, 2017): 53–63. http://dx.doi.org/10.7748/ns.2017.e11035.

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Blomberg, Karin, Peter Griffiths, Yvonne Wengström, Carl May, and Jackie Bridges. "Interventions for compassionate nursing care: A systematic review." International Journal of Nursing Studies 62 (October 2016): 137–55. http://dx.doi.org/10.1016/j.ijnurstu.2016.07.009.

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Power, Louisa. "Nursing theory and the delivery of compassionate care." Nursing Standard 30, no. 24 (February 10, 2016): 41–46. http://dx.doi.org/10.7748/ns.30.24.41.s46.

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Webster, Jonathan. "Excellence in Compassionate Nursing Care Chambers Claire and Ryder Elaine Excellence in Compassionate Nursing Care 180pp £29.99 Radcliffe Publishing 9781846193996 1846193990." Nursing Older People 25, no. 4 (May 2013): 9. http://dx.doi.org/10.7748/nop2013.05.25.4.9.s11.

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&NA;. "Individualized Dementia Care-Creative, Compassionate Approaches." American Journal of Nursing 96, no. 11 (November 1996): 16D. http://dx.doi.org/10.1097/00000446-199611000-00019.

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Smith, Brian. "Psychology for Nursing and Healthcare Professionals: Developing Compassionate Care." Journal of Perioperative Practice 28, no. 6 (May 25, 2018): 138. http://dx.doi.org/10.1177/1750458918755969.

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Fontaine, Dorrie, and Arlene W. Keeling. "Compassionate Care Through the Centuries: Highlights in Nursing History." Nursing History Review 25, no. 1 (2017): 13–25. http://dx.doi.org/10.1891/1062-8061.25.1.13.

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Fontaine, Dorrie, and Arlene W. Keeling. "Compassionate Care Through the Centuries: Highlights in Nursing History." Nursing History Review 25, no. 1 (January 1, 2017): 13–25. http://dx.doi.org/10.1891/1062-8061.25.13.

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Simmonds, Anne. "Leadership, Education and Awareness: A Compassionate Care Nursing Initiative." Canadian Journal of Nursing Leadership 28, no. 1 (March 30, 2015): 53–64. http://dx.doi.org/10.12927/cjnl.2015.24233.

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Adamson, Elizabeth. "Helping Student Nurses Learn the Craft of Compassionate Care: A Relational Model." Journal of Perspectives in Applied Academic Practice 6, no. 3 (September 25, 2018): 91–96. http://dx.doi.org/10.14297/jpaap.v6i3.376.

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This on the horizon article proposes a relational model for enabling the development of skills and attributes associated with ‘compassionate craftsmanship’ in the developing nurse. This pedagogic model was informed by findings from the author’s research with patients, nurses and students, all of which focused on aspects of care and compassion. While the studies were located in varying contexts and involved diverse stakeholders, findings consistently revealed a connection between the provision of compassionate person-centred care and the development of tacit knowledge in the nursing profession. These will be teased out and explicated in a future paper; this article focuses on the proposed model. The proposed model was developed by drawing on the literature of craftsmanship in a range of disciplines, where tacit knowledge is commonly regarded as a vital underpinning factor. In consequence, the compassionate craftsmanship model emphasises the importance of tacit knowledge in the design of appropriate pedagogic approaches to foster an ethos of compassionate craftsmanship in nursing. The very nature of tacit knowledge, however, means it is a challenging educational area to address. Hence the model, which illuminates a series of inter-related enabling factors that underpin the development of key abilities associated with compassionate craftsmanship. It also highlights anticipated long-term outcomes for those who develop and apply these in clinical practice. The model will be of particular interest to healthcare practitioners, nurse leaders and those working in higher education. While the underpinning abilities and associated outcomes are specific to nursing, they are likely to be relevant to different disciplines where effective interaction with others is essential.

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31

Adam, Dorothy, and Ruth Taylor. "Compassionate care: Empowering students through nurse education." Nurse Education Today 34, no. 9 (September 2014): 1242–45. http://dx.doi.org/10.1016/j.nedt.2013.07.011.

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Knapp, Michelle, and Selena Gilles. "Compassionate Care of the Patient Who Uses Substances." Journal of Infusion Nursing 43, no. 2 (2020): 70–77. http://dx.doi.org/10.1097/nan.0000000000000359.

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Jeffers, Stephanie. "Becoming Aware of Compassionate Care Through a Patient's Story: Reflections From First-Year Nursing Students." Creative Nursing 25, no. 4 (November 1, 2019): 322–28. http://dx.doi.org/10.1891/1078-4535.25.4.322.

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The purpose of this qualitative descriptive study was to understand how faculty members can use literature to teach first-year nursing students about compassionate care and the nursing role. A group of first-year nursing students wrote letters to the author of a book that details his experiences following a catastrophic motor vehicle accident. Thematic analysis of the letters revealed three major themes: Lessons about Compassion through Literature; Changing Personal, Professional, and Educational Perspectives; and Connecting to the Story on a Personal Level. The data was interpreted with the use of Mezirow's Transformative Learning Theory (1997). The results of the study show that students' beliefs about the profession of nursing, the role of the nurse in providing compassionate care, and their own education, were transformed. Additionally, using literature was shown to be an effective teaching strategy.

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Harrison, Penny. "How can we ensure that GI nursing care is compassionate?" Gastrointestinal Nursing 10, no. 9 (November 2012): 50. http://dx.doi.org/10.12968/gasn.2012.10.9.50.

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Kemp, Jessica, Timothy Zhang, Fiona Inglis, David Wiljer, Sanjeev Sockalingam, Allison Crawford, Brian Lo, et al. "Delivery of Compassionate Mental Health Care in a Digital Technology–Driven Age: Scoping Review." Journal of Medical Internet Research 22, no. 3 (March 6, 2020): e16263. http://dx.doi.org/10.2196/16263.

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Background Compassion is a vital component to the achievement of positive health outcomes, particularly in mental health care. The rise of digital technologies may influence the delivery of compassionate care, and thus this relationship between compassion and digital health care needs to be better understood. Objective This scoping review aimed to identify existing digital technologies being used by patients and health professionals in the delivery of mental health care, understand how digital technologies are being used in the delivery of compassionate mental health care, and determine the facilitators of and barriers to digital technology use among patients and health professionals in the delivery of compassionate mental health care. Methods We conducted this scoping review through a search of Cumulative Index to Nursing and Allied Health Literature, Medical Literature Analysis and Retrieval System Online (MEDLINE), MEDLINE In-Process and EPub Ahead of Print, PsycINFO, and Web of Science for articles published from 1990 to 2019. Results Of the 4472 articles screened, 37 articles were included for data extraction. Telemedicine was the most widely used technology by mental health professionals. Digital technologies were described as facilitating compassionate care and were classified using a conceptual model to identify each digital intersection with compassionate care. Facilitators of and barriers to providing compassionate care through digital technology were identified, including increased safety for providers, health care professional perceptions and abilities, and the use of picture-in-picture feedback to evaluate social cues. Conclusions Implementing digital technology into mental health care can improve the current delivery of compassionate care and create novel ways to provide compassion. However, as this is a new area of study, mental health professionals and organizations alike should be mindful that compassionate human-centered care is maintained in the delivery of digital health care. Future research could develop tools to facilitate and evaluate the enactment of compassion within digital health care.

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Cornwell, Jocelyn, Pam Smith, and Jayne Donaldson. "Forthcoming special issue—Compassionate Care—Call for Papers." Nurse Education Today 33, no. 4 (April 2013): 303–4. http://dx.doi.org/10.1016/j.nedt.2013.03.011.

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Cornwell, Jocelyn, Jayne Donaldson, and Pam Smith. "Nurse Education Today: Special issue on compassionate care." Nurse Education Today 34, no. 9 (September 2014): 1188–89. http://dx.doi.org/10.1016/j.nedt.2014.06.001.

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Glover, Toni L., Hanna Åkerlund, Ann L. Horgas, and Susan Bluck. "Experiential Palliative Care Immersion: Student Nurse’s Narratives Reflect Care Competencies." Western Journal of Nursing Research 41, no. 10 (February 19, 2019): 1465–80. http://dx.doi.org/10.1177/0193945919833061.

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Many nurses report a lack of confidence providing care for patients facing a life-threatening illness. Palliative care leaders have devised primary palliative nursing care competencies (CARES [Competencies And Recommendations for Educating undergraduate nursing Students]) that all students should achieve. In this study, nursing students participated in an innovative palliative care immersion experience, the Comfort Shawl Project. We performed a reliable content analysis of their narrative reflections. The goal was to evaluate whether reflections on their interactions with patients/families were consistent with CARES competencies. Nine female students wrote reflections after gifting each of the 234 comfort shawls to patients. Four CARES-related categories were analyzed: Individual Values and Diversity, Compassionate Communication, Fostering Quality of Life, and Self-Insight and Emotion. Reflections were highly representative (41%) of recognizing Individual Values and Diversity, representing sensitivity for patients’ unique differences in values, an integral component of palliative care. The Comfort Shawl Project shows promise as an experiential immersion for introducing nursing students to CARES competencies.

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Coleman, Deborah. "The Bell Lap: Stories for Compassionate Nursing Care Murch Muriel A The Bell Lap: Stories for Compassionate Nursing Care 155pp £16.99 CRC Press 9781785231605 178523160X." Nursing Older People 28, no. 5 (May 27, 2016): 10. http://dx.doi.org/10.7748/nop.28.5.10.s10.

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Ghisoni, Marjorie. "The Bell Lap: Stories for Compassionate Nursing Care Murch Muriel A The Bell Lap: Stories for Compassionate Nursing Care 155pp £16.99 CRC Press 9781785231605 178523160X." Nursing Management 23, no. 9 (January 30, 2017): 15. http://dx.doi.org/10.7748/nm.23.9.15.s22.

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Ghisoni, Marjorie. "The Bell Lap: Stories for Compassionate Nursing Care Murch Muriel A The Bell Lap: Stories for Compassionate Nursing Care 155pp £16.99 CRC Press 9781785231605 178523160X." Nursing Standard 31, no. 14 (November 30, 2016): 34. http://dx.doi.org/10.7748/ns.31.14.34.s36.

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Halldorsdottir,, Sigridur. "Nursing as Compassionate Competence: A Theory on Professional Nursing Care Based on the Patient’s Perspective." International Journal of Human Caring 16, no. 2 (March 2012): 7–19. http://dx.doi.org/10.20467/1091-5710.16.2.7.

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This paper introduces a theory, synthesized from studies about professional nursing care from the perspective of patients’ perceptions of caring and uncaring encounters with nurses and other health professionals. The theory’s major tenets are: Nursing is compassionate competence and caring is the core of nursing according to the patient. the other aspects are: Competence, which must always have primacy in nursing according to the patient; wisdom, postulated to develop through the interplay of the nurse’s knowledge and experience; attentiveness, evidenced by a nurse’s undivided attention to the patient while with the patient; empowering communication and connection between nurse and patient, key to good nursing care according to the patient; and self-knowledge and self-development of the nurse, without which it is unlikely that the nurse can keep on being caring and empowering in communication with clients of nursing.

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Buchanan, Christine, M. Lyndsay Howitt, Rita Wilson, Richard G. Booth, Tracie Risling, and Megan Bamford. "Predicted Influences of Artificial Intelligence on the Domains of Nursing: Scoping Review." JMIR Nursing 3, no. 1 (December 17, 2020): e23939. http://dx.doi.org/10.2196/23939.

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Background Artificial intelligence (AI) is set to transform the health system, yet little research to date has explored its influence on nurses—the largest group of health professionals. Furthermore, there has been little discussion on how AI will influence the experience of person-centered compassionate care for patients, families, and caregivers. Objective This review aims to summarize the extant literature on the emerging trends in health technologies powered by AI and their implications on the following domains of nursing: administration, clinical practice, policy, and research. This review summarizes the findings from 3 research questions, examining how these emerging trends might influence the roles and functions of nurses and compassionate nursing care over the next 10 years and beyond. Methods Using an established scoping review methodology, MEDLINE, CINAHL, EMBASE, PsycINFO, Cochrane Database of Systematic Reviews, Cochrane Central, Education Resources Information Center, Scopus, Web of Science, and ProQuest databases were searched. In addition to the electronic database searches, a targeted website search was performed to access relevant gray literature. Abstracts and full-text studies were independently screened by 2 reviewers using prespecified inclusion and exclusion criteria. Included articles focused on nursing and digital health technologies that incorporate AI. Data were charted using structured forms and narratively summarized. Results A total of 131 articles were retrieved from the scoping review for the 3 research questions that were the focus of this manuscript (118 from database sources and 13 from targeted websites). Emerging AI technologies discussed in the review included predictive analytics, smart homes, virtual health care assistants, and robots. The results indicated that AI has already begun to influence nursing roles, workflows, and the nurse-patient relationship. In general, robots are not viewed as replacements for nurses. There is a consensus that health technologies powered by AI may have the potential to enhance nursing practice. Consequently, nurses must proactively define how person-centered compassionate care will be preserved in the age of AI. Conclusions Nurses have a shared responsibility to influence decisions related to the integration of AI into the health system and to ensure that this change is introduced in a way that is ethical and aligns with core nursing values such as compassionate care. Furthermore, nurses must advocate for patient and nursing involvement in all aspects of the design, implementation, and evaluation of these technologies. International Registered Report Identifier (IRRID) RR2-10.2196/17490

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Beauvais, Audrey, Michael Andreychik, and Linda A. Henkel. "The role of emotional intelligence and empathy in compassionate nursing care." Mindfulness & Compassion 2, no. 2 (July 2017): 92–100. http://dx.doi.org/10.1016/j.mincom.2017.09.001.

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Codier, Estelle. "Emotional intelligence: enhancing value-based practice and compassionate care in nursing." Evidence Based Nursing 18, no. 1 (May 7, 2014): 8. http://dx.doi.org/10.1136/eb-2014-101733.

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Rankin, Bob. "Emotional intelligence: enhancing values-based practice and compassionate care in nursing." Journal of Advanced Nursing 69, no. 12 (April 28, 2013): 2717–25. http://dx.doi.org/10.1111/jan.12161.

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Jones, Jenny, Sarah Winch, Petra Strube, Marion Mitchell, and Amanda Henderson. "Delivering compassionate care in intensive care units: nurses' perceptions of enablers and barriers." Journal of Advanced Nursing 72, no. 12 (August 8, 2016): 3137–46. http://dx.doi.org/10.1111/jan.13064.

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Brykczyńska, Gosia. "Excellence in compassionate nursing care – Leading the changeExcellence in Compassionate Nursing Care – Leading the Change Claire Chambers Elaine Ryder Radcliffe Publishing ®29.99 180pp 9781846193996 1846193990." Nursing Children and Young People 24, no. 8 (October 4, 2012): 12. http://dx.doi.org/10.7748/ncyp.24.8.12.s20.

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Waugh, Anne, and Jayne Donaldson. "Students' perceptions of digital narratives of compassionate care." Nurse Education in Practice 17 (March 2016): 22–29. http://dx.doi.org/10.1016/j.nepr.2016.01.008.

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Cotton, Samantha G., Anna Faul, Joe D’Ambrosio, and and Pamela Yankeelov. "FOSTERING COMPASSIONATE CARE FOR PERSONS WITH ALZHEIMER’S DISEASE AND RELATED DEMENTIAS." Innovation in Aging 3, Supplement_1 (November 2019): S467. http://dx.doi.org/10.1093/geroni/igz038.1743.

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Abstract The aim of this study was to examine the impact of the implementation of a new Compassionate Care (CC) curriculum, designed by social workers, on the quality of care provided by Certified Nursing Assistants (CNAs) to residents with Alzheimer’s disease (AD). Additionally, the purpose was to create a collaborative network of CNAs that supported each other. The sample included residents and CNAs from an experimental nursing facility and a control nursing facility. At baseline and 12-weeks, data were collected on AD knowledge, self-efficacy, caregiving satisfaction, and affiliate stigma. CNA changes in terms of their knowledge of AD, self-efficacy, caregiving satisfaction and affiliate stigma were analyzed using a two-way mixed method MANOVA. The stress levels of the residents, specifically agitation and salivary cortisol levels, was examined by testing a hybrid multilevel growth model. The final models were able to show how the changes in the CNAs specifically affected these positive outcomes. CNA knowledge and self-efficacy had the most impact on changing agitation levels, and CNA knowledge and agitation levels had the most impact on salivary cortisol levels. The results of this study showed that integrating a compassionate care curriculum into the work that CNAs perform can lead to positive outcomes on knowledge, self-efficacy, caregiving satisfaction, affiliate stigma and a reduction of agitation and cortisol levels in persons with AD.

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