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The Effect of Mindfulness-Based Practices Given to Nursing Students on Affection, Compasion and Nursing Care Behaviors: Randomized Controlled Trial

Year 2025, Volume: 8 Issue: 1, 83 - 97, 24.04.2025

Bahar Vardar İnkaya , Tugba Bilgehan , Pınar Hakverdi

https://doi.org/10.54189/hbd.1535982

Abstract

Objective: This study was conducted as a randomized controlled trial to examine the effects of mindfulness-based practices on compassion, affection and nursing care behavior among nursing students.
Methods: The sample of the study included 43 students in the experimental group and 39 students in the control group. Loving-kindness and Compassion Scale and Caring Behaviors Scale were used as data collection forms. Students with odd student numbers were assigned to the control group and students with even student numbers were assigned to the experimental group. A three-week online psychoeducation practices based on mindfulness were given to the experimental group students. No training was provided to the control group during the three-week period. The scales were administered before the three-week training and again after the end of the training.
Results: According to the study findings, the post-test compassion scores of the students in the experimental group were significantly higher than those of the students in the control group (p<0.05). Furthermore, a statistically significant and weak positive association was observed between the pre-test scores of the care behaviors scale and the affection and compassion scale among both the experimental and control groups (p<0.05).
Conclusion: Based on the study findings, it is recommended to integrate courses on compassion and mindful awareness practices into the nursing education curriculum to carry out similar studies to enhance students' emotional nursing skills.

Keywords

Affection Care Behaviours Compassion Mindfulness Nursing Students

References

  • Alhawatmeh HN, Rababa M, Alfaqih M, Albataineh R, Hweidi I, Abu Awwad A. (2022). The Benefits of Mindfulness Meditation on Trait Mindfulness, Perceived Stress, Cortisol, and C-Reactive Protein in Nursing Students: A Randomized Controlled Trial. Advanced Medicine Education Practice, Jan 13;13:47-58. doi: 10.2147/AMEP.S348062.
  • Carmody J & Baer RA (2009). How long does a mindfulness-based stress reduction program need to be? A review of class contact hours and effect sizes for psychological distress. Journal of Clinical Psychology, 65(6), 627–638. https://doi.org/10.1002/jclp.20555
  • Cavanagh K., Strauss C., Cicconi F., Griffiths N., Wyper A., & Jones, F. (2013). A randomised controlled trial of a brief online mindfulness-based intervention. Behaviour Research and Therapy, 51(9), 573–578. https://doi.org/10.1016/j.brat.2013.06.003
  • Cho H, Noh S, Park S, Ryu S, Misan V & Lee JS. (2018). The Development And Validation Of The Lovingkindness-Compassion Scale. Personality and Individual Differences, 124, 141-144. Doi: 10.1016/j.paid.2017.12.019.
  • Clark C. (2016). Watson’s human caring theory: Pertinent transpersonal and humanities concepts for educators. Humanities.5(2), 21. https://doi.org/10.3390/h5020021.
  • Conversano C, Ciacchini R, Orrù G, Di Giuseppe, M, Gemignani, A., & Poli, A. (2020). Mindfulness, Compassion, and Self-Compassion Among Health Care Professionals: What’s New? A Systematic Review. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.01683.
  • Cura Uzen S, Atay S. (2023). Correlation between mindfulness, empathy and compassion levels of nursing students: A cross-sectional study Archives of Psychiatric Nursing, February, 92-96 https://doi.org/10.1016/j.apnu.2022.12.017.
  • Dewar B, Pullin S, Tocheris R. (2011). Valuing compassion through definition and measurement. Nursing Management (Harrow). 17(9):32-37. 5(3):273-288 doi: 10.7748/nm2011.02.17.9.32.c8301.
  • Dos Santos TM, Kozasa EH, Carmagnani IS, Tanaka LH, Lacerda SS & Nogueira Martins LA. (2016). Positive effects of a stress reduction program based on mindfulness meditation in brazilian nursing professionals: Qualitative and quantitative evaluation. Explore, 12(2), 90–99. https://doi.org/10.1016/j.explore.2015.12.005.
  • Eraydın Ş, Karagözoglu, Ş. (2017). Investigation of self‐compassion, selfconfidence and submissive behaviors of nursing students studying in different curriculums. Nurse Education Today, 54, 44‐50.
  • Erkin O, Aykar Senuzun F. (2021). The effect of the yoga course on mindfulness and self‐compassion among nursing students. Perspective Psychiatric Care, 2021;57:875–882. doi: 10.1111/ppc.12630.
  • Feldman C, KuykenW. (2011).Compassion in the landscape of suffering. Contemporary Buddhism, 12(1), 143-155.
  • Hilcove K, Marceau C, Thekdi P, Larkey L, Brewer MA, Jones K. (2021). Holistic Nursing in Practice: Mindfulness-Based Yoga as an Intervention to Manage Stress and Burnout, Journal of Holistic Nursing, 39(1) March, 29– 42 doi: 10.1177/0898010120921587.
  • Gilmartin H, Goyal A, Hamati MC, Mann J, Saint S & Chopra V. (2017). Brief Mindfulness Practices for Healthcare Providers - A Systematic Literature Review. The American Journal Of Medicine, 130(10), doi: 10.1016/j.amjmed.2017.05.041.
  • Jiménez-Gómez L, Yela JR, Crego A, Melero-Ventola AR, Gómez-Martínez, MÁ. (2022). Effectiveness of the Mindfulness-Based Stress Reduction (MBSR) vs. the Mindful Self-Compassion (MSC) Programs in Clinical and Health Psychologist Trainees. Mindfulness, 13(3), 584–599. doi: 10.1007/s12671-021-01814-2.
  • Kinchen, E. Loerzel, V. Potoghese, T. (2020). Yoga and perceived stress, self compassion, and quality of life in undergraduate nursing students, Journal of Education and Health Promotion, 9, October. doi: 10.4103/jehp.jehp_463_20.
  • Kursun S, Kanan, N. (2012). The validity and reliability study of the Turkish version of the Care Behaviors Scale-24. Anatolian Journal of Nursing and Health Sciences, 15(4), 229–235.
  • Mathad MD, Pradhan B, Sasidharan RK. (2017). Effect of yoga on psychological functioning of nursing students: a randomized wait list control trial. Journal of Clinical Diagnosis Research, 11(5), doi: 10.7860/JCDR/2017/26517.9833.
  • Neff KD, Germer C. (2017). Self-Compassion and Psychological Wellbeing. In J. Doty (Ed.) Oxford handbook of compassion science (Chap. 27). Oxford University Press.
  • Noble H, Reid J, Walsh IK, Ellison SE, McVeigh C. (2019). Evaluating mindfulness training for medical and PhD nursing students. British Journal of Nursing, 28(12), 798‐802. doi: 10.12968/bjon.2019.28.12.798.
  • Ozpulat F, Günaydın N. (2018). Nursing students self‐compassion and their opinions on nursing profession. International Refered Journal of Nursing, 12: 40‐60. Doi: 10.17371/UHD.2018.1.6.
  • Ozturk S. (2023). The effect of a distance-delivered mindfulness-based psychoeducation program on the psychological well-being, emotional intelligence and stress levels of nursing students in Turkey: a randomized controlled study, Health Education Research, 38(6),575–586, https://doi.org/10.1093/her/cyad040.
  • Price B. Promoting compassionate care through learning journeys. Nursing Standart, (2013). 27(48):51-57. doi: 10.7748/ns2013.07.27.48.51.e7381.
  • Recabarren RE, Gaillard C, Guillod M, Martin-Soelch C. (2019). Short-Term Effects of a Multidimensional Stress Prevention Program on Quality of Life, Well-Being and Psychological Resources. A Randomized Controlled Trial. Frontiers in Psychiatry, March, 10. https://doi.org/10.3389/fpsyt.2019.00088.
  • Sulosaari V, Unal E, Cinar FI. (2022). The Effectiveness of Mindfulness-Based Interventions on the Psychological Well-being of Nurses: A Systematic Review. Applied Nursing Research, 64, 151565. https://doi.org/10.1016/j.apnr.2022.151565.
  • Sarıçam H, Erdemir N. (2019). The first psychometric findings of the Compassion-Compassion Scale. In the 3rd International education and values symposium-ISOEVA E-Book (p.152-163). Istanbul Türkiye. doi: 10.13140/RG.2.2.18792.01288.
  • Teskereci G, Öncel S, Özer Arslan U. (2020). Developing compassion and emotional intelligence in nursing students: A quasi‐experimental study. Perspectives in Psychiatric Care. 56(4), October, 797-803, doi:10.1111/ppc.12494.
  • Türk Dil Kurumu. (2023). Türk Dil Kurumu Büyük Türkçe Sözlük (Accesed. 20.05.2023). http://tdk.gov.tr. adresinden erişildi.
  • Uysal N, Calişkan BB. (2022). The effects of mindfulness‐based stress reduction on mindfulness and stress levels of nursing students during first clinical experience. Perspective Psychiatric Care. 58, 2639–2645. doi: 10.1111/ppc.13104.
  • Wu Y, Larrabee JH, Putman HP. (2006). Caring behaviors ınventory: a reduction of the 42-item instrument, Nursing Research, 55(1):18-25.
  • Yüksel A, Yılmaz EB (2020). The effects of group mindfulness-based cognitive therapy in nursing students: A quasi-experimental study, Nurse Education Today, 85, February 104268 https://doi.org/10.1016/j.nedt.2019.104268.
  • Zinn Kabat J. (2021). The Healing Power of Mindfulness Diogenes Publishing.

Hemşirelik Öğrencilerine Verilen Farkındalık Temelli Uygulamaların Merhamet, Şefkat ve Hemşirelik Bakım Davranışları Üzerine Etkisi: Randomize Kontrollü Çalışma

Year 2025, Volume: 8 Issue: 1, 83 - 97, 24.04.2025

Bahar Vardar İnkaya , Tugba Bilgehan , Pınar Hakverdi

https://doi.org/10.54189/hbd.1535982

Abstract

Amaç: Bu çalışma, hemşirelik öğrencileri arasında farkındalık temelli uygulamaların merhamet, şefkat ve hemşirelik bakımı üzerindeki etkilerini incelemek amacıyla randomize kontrollü olarak yapılmıştır.
Yöntem: Çalışmanın örneklemini deney grubunda 43 öğrenci ve kontrol grubunda 39 öğrenci oluşturmuştur. Veri toplama formu olarak Şefkat ve Merhamet Ölçeği ve Bakım Davranışları Ölçeği kullanılmıştır. Öğrenci numaraları tek olan öğrenciler kontrol grubuna, sayıları çift olan öğrenciler ise deney grubuna atanmıştır Deney grubu öğrencilerine farkındalık temelli üç haftalık çevrimiçi psikoeğitim uygulamaları verilmiştir. Kontrol grubuna üç haftalık süre boyunca herhangi bir eğitim verilmemiştir. Üç haftalık eğitim öncesinde ve eğitim bittikten sonra ölçekler tekrar uygulanmıştır.
Bulgular: Çalışma bulgularına göre, deney grubundaki öğrencilerin son test şefkat puanları kontrol grubundaki öğrencilere göre anlamlı derecede yüksek bulunmuştur (p<0,05). Ayrıca, hem deney hem de kontrol grupları arasında bakım davranışları ölçeğinin ön test puanları ile şefkat ve merhamet ölçeği arasında istatistiksel olarak anlamlı ve zayıf pozitif bir ilişki gözlenmiştir (p<0,05).
Sonuç: Çalışma bulgularına dayanarak, öğrencilerin duygusal hemşirelik becerilerini geliştirmek için benzer çalışmalar yürütmek amacıyla hemşirelik eğitim müfredatına şefkat ve bilinçli farkındalık uygulamaları üzerine derslerin entegre edilmesi önerilir.

Keywords

Bakım Davranışları Hemşirelik Öğrencileri Farkındalık Merhamet Şefkat

References

  • Alhawatmeh HN, Rababa M, Alfaqih M, Albataineh R, Hweidi I, Abu Awwad A. (2022). The Benefits of Mindfulness Meditation on Trait Mindfulness, Perceived Stress, Cortisol, and C-Reactive Protein in Nursing Students: A Randomized Controlled Trial. Advanced Medicine Education Practice, Jan 13;13:47-58. doi: 10.2147/AMEP.S348062.
  • Carmody J & Baer RA (2009). How long does a mindfulness-based stress reduction program need to be? A review of class contact hours and effect sizes for psychological distress. Journal of Clinical Psychology, 65(6), 627–638. https://doi.org/10.1002/jclp.20555
  • Cavanagh K., Strauss C., Cicconi F., Griffiths N., Wyper A., & Jones, F. (2013). A randomised controlled trial of a brief online mindfulness-based intervention. Behaviour Research and Therapy, 51(9), 573–578. https://doi.org/10.1016/j.brat.2013.06.003
  • Cho H, Noh S, Park S, Ryu S, Misan V & Lee JS. (2018). The Development And Validation Of The Lovingkindness-Compassion Scale. Personality and Individual Differences, 124, 141-144. Doi: 10.1016/j.paid.2017.12.019.
  • Clark C. (2016). Watson’s human caring theory: Pertinent transpersonal and humanities concepts for educators. Humanities.5(2), 21. https://doi.org/10.3390/h5020021.
  • Conversano C, Ciacchini R, Orrù G, Di Giuseppe, M, Gemignani, A., & Poli, A. (2020). Mindfulness, Compassion, and Self-Compassion Among Health Care Professionals: What’s New? A Systematic Review. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.01683.
  • Cura Uzen S, Atay S. (2023). Correlation between mindfulness, empathy and compassion levels of nursing students: A cross-sectional study Archives of Psychiatric Nursing, February, 92-96 https://doi.org/10.1016/j.apnu.2022.12.017.
  • Dewar B, Pullin S, Tocheris R. (2011). Valuing compassion through definition and measurement. Nursing Management (Harrow). 17(9):32-37. 5(3):273-288 doi: 10.7748/nm2011.02.17.9.32.c8301.
  • Dos Santos TM, Kozasa EH, Carmagnani IS, Tanaka LH, Lacerda SS & Nogueira Martins LA. (2016). Positive effects of a stress reduction program based on mindfulness meditation in brazilian nursing professionals: Qualitative and quantitative evaluation. Explore, 12(2), 90–99. https://doi.org/10.1016/j.explore.2015.12.005.
  • Eraydın Ş, Karagözoglu, Ş. (2017). Investigation of self‐compassion, selfconfidence and submissive behaviors of nursing students studying in different curriculums. Nurse Education Today, 54, 44‐50.
  • Erkin O, Aykar Senuzun F. (2021). The effect of the yoga course on mindfulness and self‐compassion among nursing students. Perspective Psychiatric Care, 2021;57:875–882. doi: 10.1111/ppc.12630.
  • Feldman C, KuykenW. (2011).Compassion in the landscape of suffering. Contemporary Buddhism, 12(1), 143-155.
  • Hilcove K, Marceau C, Thekdi P, Larkey L, Brewer MA, Jones K. (2021). Holistic Nursing in Practice: Mindfulness-Based Yoga as an Intervention to Manage Stress and Burnout, Journal of Holistic Nursing, 39(1) March, 29– 42 doi: 10.1177/0898010120921587.
  • Gilmartin H, Goyal A, Hamati MC, Mann J, Saint S & Chopra V. (2017). Brief Mindfulness Practices for Healthcare Providers - A Systematic Literature Review. The American Journal Of Medicine, 130(10), doi: 10.1016/j.amjmed.2017.05.041.
  • Jiménez-Gómez L, Yela JR, Crego A, Melero-Ventola AR, Gómez-Martínez, MÁ. (2022). Effectiveness of the Mindfulness-Based Stress Reduction (MBSR) vs. the Mindful Self-Compassion (MSC) Programs in Clinical and Health Psychologist Trainees. Mindfulness, 13(3), 584–599. doi: 10.1007/s12671-021-01814-2.
  • Kinchen, E. Loerzel, V. Potoghese, T. (2020). Yoga and perceived stress, self compassion, and quality of life in undergraduate nursing students, Journal of Education and Health Promotion, 9, October. doi: 10.4103/jehp.jehp_463_20.
  • Kursun S, Kanan, N. (2012). The validity and reliability study of the Turkish version of the Care Behaviors Scale-24. Anatolian Journal of Nursing and Health Sciences, 15(4), 229–235.
  • Mathad MD, Pradhan B, Sasidharan RK. (2017). Effect of yoga on psychological functioning of nursing students: a randomized wait list control trial. Journal of Clinical Diagnosis Research, 11(5), doi: 10.7860/JCDR/2017/26517.9833.
  • Neff KD, Germer C. (2017). Self-Compassion and Psychological Wellbeing. In J. Doty (Ed.) Oxford handbook of compassion science (Chap. 27). Oxford University Press.
  • Noble H, Reid J, Walsh IK, Ellison SE, McVeigh C. (2019). Evaluating mindfulness training for medical and PhD nursing students. British Journal of Nursing, 28(12), 798‐802. doi: 10.12968/bjon.2019.28.12.798.
  • Ozpulat F, Günaydın N. (2018). Nursing students self‐compassion and their opinions on nursing profession. International Refered Journal of Nursing, 12: 40‐60. Doi: 10.17371/UHD.2018.1.6.
  • Ozturk S. (2023). The effect of a distance-delivered mindfulness-based psychoeducation program on the psychological well-being, emotional intelligence and stress levels of nursing students in Turkey: a randomized controlled study, Health Education Research, 38(6),575–586, https://doi.org/10.1093/her/cyad040.
  • Price B. Promoting compassionate care through learning journeys. Nursing Standart, (2013). 27(48):51-57. doi: 10.7748/ns2013.07.27.48.51.e7381.
  • Recabarren RE, Gaillard C, Guillod M, Martin-Soelch C. (2019). Short-Term Effects of a Multidimensional Stress Prevention Program on Quality of Life, Well-Being and Psychological Resources. A Randomized Controlled Trial. Frontiers in Psychiatry, March, 10. https://doi.org/10.3389/fpsyt.2019.00088.
  • Sulosaari V, Unal E, Cinar FI. (2022). The Effectiveness of Mindfulness-Based Interventions on the Psychological Well-being of Nurses: A Systematic Review. Applied Nursing Research, 64, 151565. https://doi.org/10.1016/j.apnr.2022.151565.
  • Sarıçam H, Erdemir N. (2019). The first psychometric findings of the Compassion-Compassion Scale. In the 3rd International education and values symposium-ISOEVA E-Book (p.152-163). Istanbul Türkiye. doi: 10.13140/RG.2.2.18792.01288.
  • Teskereci G, Öncel S, Özer Arslan U. (2020). Developing compassion and emotional intelligence in nursing students: A quasi‐experimental study. Perspectives in Psychiatric Care. 56(4), October, 797-803, doi:10.1111/ppc.12494.
  • Türk Dil Kurumu. (2023). Türk Dil Kurumu Büyük Türkçe Sözlük (Accesed. 20.05.2023). http://tdk.gov.tr. adresinden erişildi.
  • Uysal N, Calişkan BB. (2022). The effects of mindfulness‐based stress reduction on mindfulness and stress levels of nursing students during first clinical experience. Perspective Psychiatric Care. 58, 2639–2645. doi: 10.1111/ppc.13104.
  • Wu Y, Larrabee JH, Putman HP. (2006). Caring behaviors ınventory: a reduction of the 42-item instrument, Nursing Research, 55(1):18-25.
  • Yüksel A, Yılmaz EB (2020). The effects of group mindfulness-based cognitive therapy in nursing students: A quasi-experimental study, Nurse Education Today, 85, February 104268 https://doi.org/10.1016/j.nedt.2019.104268.
  • Zinn Kabat J. (2021). The Healing Power of Mindfulness Diogenes Publishing.
There are 32 citations in total.

Details

Primary Language English
Subjects ​Internal Diseases Nursing​
Journal Section Research Articles
Authors

Bahar Vardar İnkaya 0000-0002-9151-6795

Tugba Bilgehan 0000-0002-3326-776X

Pınar Hakverdi 0009-0006-2900-7996

Publication Date April 24, 2025
Submission Date September 11, 2024
Acceptance Date February 28, 2025
Published in Issue Year 2025 Volume: 8 Issue: 1

Cite

APA Vardar İnkaya, B., Bilgehan, T., & Hakverdi, P. (2025). The Effect of Mindfulness-Based Practices Given to Nursing Students on Affection, Compasion and Nursing Care Behaviors: Randomized Controlled Trial. Hemşirelik Bilimi Dergisi, 8(1), 83-97. https://doi.org/10.54189/hbd.1535982
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