A visual ethnographic study on nurse lecturers’ enactment of compassionate care within the adult pre-registration nursing curriculum
Cast your vote
You can rate an item by clicking the amount of stars they wish to award to this item.
When enough users have cast their vote on this item, the average rating will also be shown.
Your vote was cast
Thank you for your feedback
Thank you for your feedback
MetadataShow full item record
AbstractAim of the study: To explore how compassionate care is enacted within the adult pre-registration nursing curriculum (APNC) by Nurse lecturers (NLs). Background: Compassionate care is rooted in the nursing profession and there is a general assumption that nurses are compassionate to those they serve. There has been much debate on whether compassionate care can be taught or is it innate to individuals. There are a number of studies that explore the experiences of student nurses, patients and healthcare professionals. However, there are a limited number of studies exploring NLs’ experiences, attitudes and behaviours. This thesis explores NL’s perspective of their performance of compassionate care within APNC. This has an important impact on the pre-registration nursing education of student nurses and future care delivery. Methodology: A qualitative approach was applied using purposeful sampling to recruit nine participants. A visual ethnographic methodology was employed, using auto-driven photo-elicitation interviews. The same nurse lecturers were then invited to a focus group to develop individual and collaborative concept maps, of which five attended. Data was collected between March 2017 to August 2018. Findings: This interpretative study revealed five emergent themes: (1) compassionate care; (2) compassionate people; (3) compassionate curriculum; (4) compassionate culture (5) compassionate lens. A framework has emerged which informs pre-registration nursing education and health services. The themes are also represented in the photographs, concepts maps, an atlas of compassionate care within the adult preregistration nursing curriculum , and the map of compassionate care. Conclusion: In summary, this study represents the complexity of how compassionate care is performed by NLs in their role in supporting and developing student nurses. The individual and shared experiences of NLs highlight the numerous ways compassionate care is experienced and performed. The identified themes demonstrate the many opportunities available for all levels of staff to be compassionate in their role to those in need. It is hoped that the impact of this may drive up standards and delivery of compassionate care in healthcare services and nursing education. Originality: This study contributes a comprehensive analysis of the performance of NLs in compassionate care in the APNC. Using a visual ethnographic methodology provided a thick description of the experiences of NLs, therefore adding to the body of knowledge in the understanding and delivery of compassionate care in nursing education. The infusion of photographs, concept maps and dialogue give insight into the multiple ways NLs experience and perform compassionate care. It is anticipated that the findings offer a valuable insight to how higher education institutions, healthcare organisations and researchers can shape compassionate nursing practice both locally and nationally.
PublisherUniversity of Wolverhampton
TypeThesis or dissertation
DescriptionA thesis submitted in partial fulfilment of the requirements of the University of Wolverhampton for the Professional Doctor of Health and Wellbeing.
SponsorsUniversity of Wolverhampton
The following licence applies to the copyright and re-use of this item:
- Creative Commons
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivatives 4.0 International