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Licensed Unlicensed Requires Authentication Published by De Gruyter November 5, 2020

Self-compassion in undergraduate nursing: an integrative review

Lisa-Anne Hagerman, Louela Manankil-Rankin and Jasna K. Schwind

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.

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

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