Home Self-compassion in undergraduate nursing: an integrative review
Article
Licensed
Unlicensed Requires Authentication

Self-compassion in undergraduate nursing: an integrative review

  • Lisa-Anne Hagerman EMAIL logo , Louela Manankil-Rankin and Jasna K. Schwind
Published/Copyright: November 5, 2020

Abstract

Objective

To explore self-compassion and its role in supporting well-being, compassionate care, and the academic experience in undergraduate nursing students.

Method

Whittemore and Knafl’s (2005) integrative review methodology was used to search articles published between 2007 and 2020, which resulted in 36 articles meeting the inclusion criteria: compassion for self and others, strategies to support self-compassion; and self-compassion and student learning.

Result

Findings indicate that self-compassion may promote compassionate care, personal well-being, resilience, and emotional intelligence while supporting indicators of academic success. Compassion literacy, mindfulness training, and experiential exercises are some of the strategies that could be integrated into nursing curricula to enhance compassion in nursing students for self and others.

Conclusion

Integrating mindfulness and self-compassion in undergraduate curricula requires innovative teaching and learning approaches within a supportive organizational environment. To this end, a Self-Compassion Curricular Model to guide nursing programs is proposed.


Corresponding author: Lisa-Anne Hagerman, Nursing, Conestoga College, Kitchener, Ontario, N2G 4M4, Canada, E-mail:

Funding source: Associated Medical Services/Registered Nurses Association of Ontario

  1. Research funding: Associated Medical Services/Registered Nurses Association of Ontario Advanced Clinical Practice Fellowship.

  2. Author contributions: All authors have accepted responsibility for the entire content of this manuscript and approved its submission.

  3. Competing interests: Authors state no conflict of interest.

References

Andrews, H., Tierney, S., & Seers, K. (2020). Needing permission: The experience of self-care and self-compassion in nursing: A constructivist grounded theory study. International Journal of Nursing Studies, 101, 1–10. https://doi.org/10.1016/j.ijnurstu.2019.103436.Search in Google Scholar PubMed

Barnard, L. K., & Curry, J. F. (2011). Self-compassion: Conceptualizations, correlates, & interventions. Review of General Psychology, 15(4), 289–303. https://doi.org/10.1037/a0025754.Search in Google Scholar

Barratt, C. (2017). Exploring how mindfulness and self-compassion can enhance compassionate care. Nursing Standard, 31(21), 55–62. https://doi.org/10.7748/ns.2017.e10671.Search in Google Scholar PubMed

Barron, K., Deery, R., & Sloan, G. (2017). Community mental health nurses’ and compassion: An interpretative approach. Journal of Psychiatric and Mental Health Nursing, 24(4), 211–220. https://doi.org/10.1111/jpm.12379.Search in Google Scholar PubMed

Beanlands, H., McCay, E., Fredericks, S., Newman, K., Rose, D., Santa Mina, E., & Wang, A. (2019). Decreasing stress and supporting emotional well-being among senior nursing students: A pilot test of an evidence-based intervention. Nurse Education Today, 76, 222–227. https://doi.org/10.1016/j.nedt.2019.02.009.Search in Google Scholar PubMed

Beanlands, H., McCay, E., Wang, A., Aiello, A., Schwind, J., Schindel Martin, L., & Newman, K., et al.. (2020). Exploring undergraduate nursing students’ experiences of engaging with a Dialectical Behaviour Therapy-Skills Group intervention: Findings of a thematic analysis. Canadian Journal of Nursing Research, 1–8. https://doi.org/10.1177/0844562119896487.Search in Google Scholar PubMed

Beaumont, E., & Hollins Martin, C. J. (2016). A proposal to support student therapists to develop compassion for self and others through Compassionate Mind Training. The Arts in Psychotherapy, 50, 111–118. https://doi.org/10.1016/j.aip.2016.06.005.Search in Google Scholar

Beaumont, E., Irons, C., Rayner, G., & Dagnall, N. (2016). Does Compassion-Focused Therapy training for health care educators and providers increase self-compassion and reduce self-persecution and self-criticism? Journal of Continuing Education in the Health Professions, 36(1), 4–10. https://doi.org/10.1097/CEH.0000000000000023.Search in Google Scholar PubMed

Bevis, E. O., & Watson, J. (1989). Toward a caring curriculum: A new pedagogy for nursing. New York: National League of Nursing.Search in Google Scholar

Burridge, L. H., Winch, S., Kay, M., & Henderson, A. (2017). Building compassion literacy: Enabling care in primary health care nursing. Collegian, 24(1), 85–91. https://doi.org/10.1016/j.colegn.2015.09.004.Search in Google Scholar PubMed

Canadian Nurses Association. (2017). Code of ethics for registered nurses. https://www.cna-aiic.ca/∼/media/cna/page-content/pdf-en/code-of-ethics-2017-edition-secure-interactive.Search in Google Scholar

College of Nurses of Ontario. (2019). Code of conduct for nurses. https://www.cno.org/globalassets/docs/prac/49040_code-of-conduct.pdf.Search in Google Scholar

Critical Appraisal Skills Programme. (2018). CASP checklists. https://casp-uk.net/casp-tools-checklists/.Search in Google Scholar

Curtis, K. (2014). Learning the requirements for compassionate practice: Student vulnerability and courage. Nursing Ethics, 21(2), 210–223. https://doi.org/10.1177/0969733013478307.Search in Google Scholar PubMed

Dang, D., & Dearholt, S. (2017). Johns Hopkins nursing evidence-based practice: Model and guidelines (3rd ed.). Sigma Theta Tau International. https://www.hopkinsmedicine.org/evidence-based-practice/ijhn_2017_ebp.html.Search in Google Scholar

Doane, G. H., & Varcoe, C. (2007). Relational practice and nursing obligations. Advances in Nursing Science, 30(3), 192–205 https://doi.org/10.1097/01.ans.0000286619.31398.fc.Search in Google Scholar

Doane, G. H., & Varcoe, C. (2015). How to nurse? Relational inquiry with individuals and families in changing health and healthcare contexts. Philadelphia: Lippincott, Williams & Wilkins.Search in Google Scholar

Dorian, M., & Killebrew, J. E. (2014). A study of mindfulness and self-care: A path to self-compassion for female therapists in training. Women & Therapy, 37(1–2), 155–163. https://doi.org/10.1080/02703149.2014.850345.Search in Google Scholar

Finlay‐Jones, A., Kane, R., & Rees, C. (2017). Self‐compassion online: A pilot study of an internet‐based self‐compassion cultivation program for psychology trainees. Journal of Clinical Psychology, 73(7), 797–816. https://doi.org/10.1002/jclp.22375.Search in Google Scholar PubMed

Gagnon, M.-P., Payne-Gagnon, J., Fortin, J.-P., Pare, G., Cote, J., & Courcy, F. (2015). A learning organization in the service of knowledge management among nurses: A case study. International Journal of Information Management, 35, 636–642. https://doi.org/10.1016/j.ijinfomgt.2015.05.001.Search in Google Scholar

Germer, C. K., & Neff, K. D. (2013). Self‐Compassion in clinical practice. Journal of Clinical Psychology, 69(8), 856–867 https://doi.org/10.1002/jclp.22021.Search in Google Scholar PubMed

Gustin, L. W., & Wagner, L. (2013). The butterfly effect of caring – clinical nursing teachers understanding of self-compassion as a source to compassionate care. Scandinavian Journal of Caring Sciences, 27(1), 175–183 https://doi.org/10.1111/j.1471-6712.2012.01033.x.Search in Google Scholar PubMed

Heffernan, M., Griffin, M., McNulty, S., & Fitzpatrick, J. (2010). Self-compassion and emotional intelligence in nurses. International Journal of Nursing Practice, 16(4), 366–373 https://doi.org/10.1111/j.1440-172X.2010.01853.x.Search in Google Scholar PubMed

Henderson, A., & Jones, J. (2017). Developing and maintaining compassionate care in nursing. Nursing Standard, 32(4), 60–69 https://doi.org/10.7748/ns.2017.e10895.Search in Google Scholar PubMed

Hofmeyer, A., Toffoli, L., Vernon, R., Taylor, R., Klopper, H. C., Coetzee, S. K., & Fontain, D. (2018). Teaching compassionate care to nursing students in a digital learning and teaching environment. Collegian, 25(3), 307–312 https://doi.org/10.1016/j.colegn.2017.08.001.Search in Google Scholar

Ko, C. M., Grace, F., Chavez, G. N., Grimleya, S. J., Dalrymple, E. R., & Olson, L. E. (2018). Effect of seminar on compassion on student self-compassion, mindfulness and well-being: A randomized controlled trial. Journal of American College Health, 66(7), 537–545 https://doi.org/10.1080/07448481.2018.1431913.Search in Google Scholar PubMed

Krieger, T., Martig, D. S., van den Brink, E., & Berger, T. (2016). Working on self-compassion online: A proof of concept and feasibility study. Internet Interventions, 6, 64–70. https://doi.org/10.1016/j.invent.2016.10.001.Search in Google Scholar PubMed PubMed Central

Long, P., & Neff, K. D. (2018). Self-compassion is associated with reduced self-presentation concerns and increased student communication behavior. Learning and Individual Differences, 67, 223–231. https://doi.org/10.1016/j.lindif.2018.09.003.Search in Google Scholar

López, A., Sanderman, R., Ranchor, A. V., & Schroevers, M. J. (2018). Compassion for others and self-compassion: Levels, correlates, and relationship with psychological well-being. Mindfulness, 9(1), 325–331. https://doi.org/10.1007/s12671-017-0777-z.Search in Google Scholar PubMed PubMed Central

Lown, B. A. (2016). A social neuroscience‐informed model for teaching and practicing compassion in health care. Medical Education, 50(3), 332–342. https://doi.org/10.1111/medu.12926.Search in Google Scholar PubMed

Mirza, N., Manankil-Rankin, L., Prentice, D., Hagerman, L. A., & Draenos, C. (2019). Practice readiness of new nursing graduates: A concept analysis. Nurse Education in Practice, 37, 68–74. https://doi.org/10.1016/j.nepr.2019.04.009.Search in Google Scholar PubMed

National Collaborating Centre for Methods and Tools. (2008). Quality assessment tool for quantitative studies. Hamilton, ON: McMaster University. (Updated 13 April, 2010) https://dev.nccmt.ca/resources/search/14.Search in Google Scholar

Neff, K. D. (2003). Self-compassion: An alternative conceptualization of a healthy attitude toward oneself. Self and Identity, 2(2), 85–101. https://doi.org/10.1080/15298860309032.Search in Google Scholar

Neff, K. D., & Costigan, A. P. (2014). Self-compassion, wellbeing, and happiness. Psychologie in Osterreich, 2, 114–117.Search in Google Scholar

Neff, K. D., & Germer, C. K. (2013). A pilot study and randomized controlled trial of the mindful self-compassion program. Journal of Clinical Psychology, 69(1), 28–44. https://doi.org/10.1002/jclp.21923.Search in Google Scholar PubMed

Neff, K. D., Hseih, Y., & Dejitthirat, K. (2005). Self-compassion, achievement goals, and coping with academic failure. Self and Identity, 4(3), 263–287. https://doi.org/10.1080/13576500444000317.Search in Google Scholar

Neff, K. D., & Pommier, E. (2012). The relationship between self-compassion and other-focused concern among college undergraduates, community adults, and practicing meditators. Self and Identity, 12(2), 160–176. https://doi.org/10.1080/15298868.2011.649546.Search in Google Scholar

Nelson, J. R., Hall, B. S., Anderson, J. L., Birtles, C., & Hemming, L. (2018). Self-compassion as self-care: A simple and effective tool for counselor educators and counseling students. Journal of Creativity in Mental Health, 13(1), 121–133. https://doi.org/10.1080/15401383.2017.1328292.Search in Google Scholar

Newsome, S., Waldo, M., & Gruszka, C. (2012). Mindfulness group work: Preventing stress and increasing self-compassion among helping professionals in training. Journal for Specialists in Group Work, 37(4), 297–311. https://doi.org/10.1080/01933922.2012.690832.Search in Google Scholar

Olson, K., & Kemper, K. J. (2014). Factors associated with well-being and confidence in providing compassionate care. Journal of Evidence-Based Complementary & Alternative Medicine, 19(4), 292–296. https://doi.org/10.1177/2156587214539977.Search in Google Scholar PubMed

Raab, K. (2014). Mindfulness, self-compassion, and empathy among health care professionals: A review of the literature. Journal of Health Care Chaplaincy, 20(3), 95–108. https://doi.org/10.1080/08854726.2014.913876.Search in Google Scholar PubMed

Rao, N., & Kemper, K. J. (2017). Online training in specific meditation practices improves gratitude, well-being, self-compassion, and confidence in providing compassionate care among health professionals. Journal of Evidence-Based Complementary & Alternative Medicine, 22(2), 237–241. https://doi.org/10.1177/2156587216642102.Search in Google Scholar PubMed PubMed Central

Reyes, D. (2012). Self-compassion: A concept analysis. Journal of Holistic Nursing, 30(2), 81–89. https://doi.org/10.1177/0898010111423421.Search in Google Scholar PubMed

Schwind, J. K., Beanlands, H., McCay, E., Schindel Martin, L., Wang, A., & Fredericks, S. (2019). A river journey: Metaphoric reflection on a study exploring Dialectical Behaviour Therapy – Skills Group with senior nursing students. Reflective Practice, 20(4), 469–482. https://doi.org/10.1080/14623943.2019.1638245.Search in Google Scholar

Schwind, J. K., & Manankil-Rankin, L. (2020). Using narrative reflective process to augment personal and aesthetic ways of knowing to support holistic person-centred relational practice. Reflective Practice, 21(4), 473–483https://doi.org/10.1080/14623943.2020.1777958.Search in Google Scholar

Schwind, J. K., McCay, E., Beanlands, H., Schindel Martin, L., Martin, J., & Binder, M. (2017). Mindfulness practice as a teaching-learning strategy in higher education: A qualitative exploratory pilot study. Nurse Education Today, 50, 92–96. https://doi.org/10.1016/j.nedt.2016.12.017.Search in Google Scholar PubMed

Schwind, J. K., Santa Mina, E., Metersky, K., & Patterson, E. (2015). Using the Narrative Reflective Process to explore how students learn about caring in their nursing program: An arts-informed Narrative Inquiry. Reflective Practice, 16(3), 390–402. https://doi.org/10.1080/14623943.2015.1052385.Search in Google Scholar

Simmonds, A. H. (2015). Leadership, education and awareness: A compassionate care nursing initiative. Nursing Leadership, 28(1), 53–64. https://doi.org/10.12927/cjnl.2015.24233.Search in Google Scholar PubMed

Sinclair, S., Kondejewski, J., Raffin‐Bouchal, S., King‐Shier, K. M., & Singh, P. (2017). Can self‐compassion promote healthcare provider well‐being and compassionate care to others? Results of a systematic review. Applied Psychology: Health and Well‐Being, 9(2), 168–206. https://doi.org/10.1111/aphw.12086.Search in Google Scholar PubMed

Strauss, C., Taylor, B.L., Gu, J., Kuyken, W., Baer, R., & Jones, F. (2016). What is compassion and how can we measure it?. A review of definitions and measures. Clinical Psychology Review, 47, 15–27. https://doi.org/10.1016/j.cpr.2016.05.004.Search in Google Scholar PubMed

Varghese, B. (2020). Relationships between positive and negative attributes of self-compassion and perceived caring efficacy among psychiatric-mental health nurses. Journal of Psychosocial Nursing and Mental Health Services, 58(2), 32–40. https://doi.org/10.3928/02793695-20191022-01.Search in Google Scholar PubMed

Walker, M., & Mann, R. A. (2016). Exploration of mindfulness in relation to compassion, empathy and reflection within nursing education. Nurse Education Today, 40, 188–190. https://doi.org/10.1016/j.nedt.2016.03.005.Search in Google Scholar PubMed

Whittemore, R., & Knafl, K. (2005). The integrative review: Updated methodology. Journal of Advanced Nursing, 52(5), 546–553. https://doi.org/10.1111/j.1365-2648.2005.03621.x.Search in Google Scholar PubMed

Woo, K. (2019). Polit & Beck: Canadian essentials of nursing research (4th ed.) Philadelphia: Wolters Kluwer.Search in Google Scholar

Received: 2020-03-02
Accepted: 2020-10-09
Published Online: 2020-11-05

© 2020 Walter de Gruyter GmbH, Berlin/Boston

Articles in the same Issue

  1. Editorial
  2. A note of gratitude
  3. Research Articles
  4. Assessing baccalaureate nursing students’ knowledge and attitudes of social determinants of health after a health equity simulation
  5. Use of phenomenography in nursing education research
  6. A comparison of RN licensure test plans: the United States and China with implications for the Chinese nursing licensure exam
  7. From practical nurse to bachelor of nursing student: bridging the transition
  8. A caring model for nursing education
  9. Nurse and midwife educators’ experiences of translating teaching methodology knowledge into practice in Rwanda
  10. Nursing student-patient relationship – a 10-year comparison study in Finland
  11. An educational intervention to promote civility in nursing: a pilot study
  12. Self-compassion in undergraduate nursing: an integrative review
  13. Seeking transformation: how students in nursing view their academic writing context – a qualitative systematic review
  14. Assessing knowledge of genomic concepts among Canadian nursing students and faculty
  15. Nurse students’ attitudes toward the nursing profession after witnessing workplace violence
  16. The effectiveness of scenario-based learning to develop patient safety behavior in first year nursing students
  17. Impact of an extracurricular, student-led journal club on evidence-based practice among baccalaureate nursing students
  18. Nursing students’ engagement and experiences with virtual reality in an undergraduate bioscience course
  19. Concept-based curriculum: design and implementation strategies
  20. Assessing the impact of mentorship on nurses’ and midwives’ knowledge and self-efficacy in managing postpartum hemorrhage
  21. Teaching evidence-based nursing practice to student nurses in developing countries: strategies for novice nurse educators
  22. Nursing students’ perceptions of and experiences coping with stress in clinical practice
  23. Unpacking the hidden curriculum in nursing education: clinical placements abroad
  24. Facilitating and hindering experiences to the development of humanistic caring in the academic and clinical settings: an interpretive phenomenological study with nursing students and nurses
  25. Resilience in first and second semester baccalaureate nursing students
  26. Clinical stress among undergraduate nursing students: perceptions of clinical nursing faculty
  27. The potential for learning within hospital learning communities: the interplay between nursing practice and education to support research ability
  28. Embracing evidence-based nursing and informational literacy through an innovative undergraduate collaborative project
  29. The effect of linguistic modification on English as a second language (ESL) nursing student retention
  30. Perceived stress, physiological stress reactivity, and exit exam performance in a prelicensure Bachelor of Science nursing program
  31. A Comparative Analysis of Teaching and Evaluation Methods in Nurse Practitioner Education Programs in Australia, Canada, Finland, Norway, the Netherlands and USA
  32. Gett’n on the bus: evaluation of Sentinel City®3.0 virtual simulation in community/population health clinical placement
  33. Intentional learning: a student-centered pedagogy
  34. Journey to simulation program accreditation
  35. Effect of a rapid e-learning module and brief interprofessional simulation event on medical and nursing student collaborative attitudes and behaviors
  36. Using Participatory Action Research to Explore the Nursing Academic Work Environment
  37. Theoretical Approaches to Studying Incivility in Nursing Education
  38. Students’ Self-assessed Competence Levels during Nursing Education Continuum – A Cross-sectional Survey
  39. Re-imaging Clinical Education: The Interdependence of the Self-Regulated Clinical Teacher and Nursing Student
  40. Effect of an Educational Intervention Delivered to Senior Nursing Students to Strengthen Spiritual Care for People with Chronic Illness
  41. A Description of the Characteristics and Behaviors of Master Teachers in Nursing
Downloaded on 9.9.2025 from https://www.degruyterbrill.com/document/doi/10.1515/ijnes-2020-0021/html
Scroll to top button