Understanding the Transformation of Compassion in Nurses Who Become Patients
Open Access
- Author:
- Pucino, Carrie L
- Graduate Program:
- Adult Education
- Degree:
- Doctor of Education
- Document Type:
- Dissertation
- Date of Defense:
- April 29, 2013
- Committee Members:
- Edward W Taylor, Dissertation Advisor/Co-Advisor
Edward W Taylor, Committee Chair/Co-Chair
Robin Redmon Wright, Committee Member
Samuel William Monismith, Committee Member
Heather L Stuckey, Committee Member - Keywords:
- Nurse as Patient
Compassion
Learning Compassion
Transformative Learning Theory
Empathy in Transformation
Developmental Perspective of Transformation
Narrative Inquiry - Abstract:
- The purpose of this study was to examine how nurses who become patients learn compassion toward patients in their professional practice, and examine the role of empathy in the process of learning compassion. The process of learning compassion represents a significant change in the way nurses perceive this aspect of practice. Therefore, transformative learning theory serves as the theoretical framework for the study. In particular, the psychocritical (Mezirow, 1991) and developmental perspectives (Daloz, 2003; Kegan, 2000) of transformative learning serve as the theoretical lens. This qualitative study utilized narrative inquiry to examine the perspective of 12 nurses who became patients. Inclusion criteria specified that nurses must: self-disclose as having a significant patient experience after becoming an RN, self-disclose that compassion in professional practice changed as a result of the patient experience, nurses had direct patient interaction as part of their job after the patient experience, and nurses have at least five years of experience. Nurses in the study indicated that the patient experience, and sometimes life experiences, impact the development of compassion in their practice. Findings suggest that before the patient experience, compassion was in the background of nurses’ practice. However, after the patient experience, nurses discussed compassion as being in the foreground of practice; as evidenced by changes in their perspective of the importance of compassion and behavior changes in practice. Nurses, indicated that empathy is a necessary component in expressing compassion. In addition, nurses suggested that experiences, compassionate role modeling, and self-reflection contribute to the development of compassion in professional practice.