Patience, Acceptance of Diversity, and Compassionate Love in Nursing Care

Öz

Objective: Aim of this study to examine the relationship between the level of patience, acceptance of diversity, and compassionate love among nursing students, and to determine students’ views on these concepts. Material and Method: This mixed-method study was conducted with 240 students in a nursing school in Turkey. Data were collected using an Information Form, the Patience Scale, the Acceptance of Diversity Scale, and the Compassionate Love Scale, and individual interviews were conducted with 12 students to determine the students’ view on these concepts. Results: A statistically positive significant relationship was determined between the Compassionate Love Scale and the Patience Scale and the Acceptance of Diversity Scale. In addition, as a result of individual interviews, the themes “Being patience is for the benefit of a nurse”, “Acceptance of diversity is for the benefit of nursing”, and “Compassionate love is for the benefit of humanity” emerged. Conclusion: There are some of the benefits of patience, acceptance of diversity, and compassionate love for nurses, nursing, and humanity. Increasing students’ patience, accepting differences, and compassionate love levels can contribute positively. Therefore, nurse educators should identify students’ needs in this regard and integrate them into the curriculum.

Anahtar Kelimeler

• Patience
• acceptance of diversity
• compassionate love
• nursing students

Hemşirelik Bakımında Sabır, Farklılıkları Kabul ve Duyarlı Sevgi

Öz

Amaç: Bu çalışmanın amacı; hemşirelik öğrencilerinde sabır, farklılıkları kabul ve duyarlı sevgi düzeyi arasındaki ilişkiyi incelemek ve bu kavramlara ilişkin öğrencilerin görüşlerini belirlemektir. Gereç ve Yöntem: Bu çalışma, Türkiye’de bir üniversitenin hemşirelik bölümündeki 240 öğrenci ile karma yöntem kullanılarak yapılmıştır. Çalışmada veriler; Bilgi Formu, Sabır Ölçeği, Farklılıkları Kabul Ölçeği ve Duyarlı Sevgi Ölçeği kullanılarak toplanmış olup, bu kavramlara ilişkin öğrencilerin görüşlerini belirlemek için 12 öğrenci ile bireysel görüşme yapılmıştır. Bulgular: Duyarlı Sevgi Ölçeği ile Sabır Ölçeği ve Farklılıkları Kabul Ölçeği arasında istatistiksel olarak pozitif anlamlı bir ilişki belirlenmiştir. Ayrıca, bireysel görüşmeler sonucunda “Sabırlı olmak hemşirenin yararınadır”, “Farklılıkları kabul etmek hemşireliğin yararınadır” ve “Duyarlı sevgi insanlığın yararınadır” temaları ortaya çıkmıştır. Sonuç: Sabırlı olmak, diğer bireylerin farklılıklarını kabul etmek ve onlara karşı sevgi hissetmek; hemşireler, hemşirelik mesleği ve insanlık için bazı faydalar sağlayabilir. Öğrencilerin sabır, farklılıkları kabul etme ve duyarlı sevgi düzeylerinin arttırılması pozitif katkı sağlayabilir. Bu nedenle, hemşire eğitimciler öğrencilerin bu husustaki gereksinimlerini belirlemeli ve bunları müfredata entegre etmelidirler.

Anahtar Kelimeler

• Sabır
• farklılıkları kabul
• duyarlı sevgi
• hemşirelik öğrencileri

Kaynakça

1. Sherwood G. The chemistry of nurses’ caring. A model for humane health care. Humane Medicine. 1995;11:62-5.
2. Aupia A, Lee TT, Liu CY, Wu SFV, Mills ME. Caring behavior perceived by nurses, patients and nursing students in Indonesia. J Prof Nurs. 2018;34(4):314-9.
3. Loke JC, Lee KW, Lee BK, Noor AM. Caring behaviours of student nurses: Effects of pre-registration nursing education. Nurse Educ Pract. 2015;15(6):421-9.
4. Armstrong AE. Nursing ethics: A virtue-based approach. 1st ed. New York: Palgrave Macmillan, Basingstoke; 2007.
5. Gökçen G, Arslan C, Tras Z. Examining the relationship between patience, emotion regulation difficulty and cognitive flexibility. European Journal of Education Studies. 2020;7(7):131-52.
6. Blomberg K, Griffiths P, Wengström Y, May C, Bridges J. Interventions for compassionate nursing care: A systematic review. Int J Nurs Stud. 2016;62:137-55.
7. Tosun B, Sinan Ö. Knowledge, attitudes and prejudices of nursing students about the provision of transcultural nursing care to refugees: A comparative descriptive study. Nurse Educ Today. 2020;85:104-10.
8. Schnitker SA. An examination of patience and well-being. J Posit Psychol. 2012;7(4):263-80.

9. Music D. Patience in group decision-making with emotional agents. In Pérez JB, Rodríguez JMC, Fähndrich J, Mathieu P, Campbell A, Suarez- Figueroa MC, Adam E, Fernandez Caballero A, Hermoso R, Moreno MN editors. Trends in Practical Applications of Agents and Multiagent Systems. Switzerland: Springer International Publishing; 2013. p. 163-70.
10. Doğan M, Gülmez Ç. Adaptation of the patience scale into Turkish: The study of validity and reliability. Atatük Üniversitesi İlahiyat Fakültesi Dergisi. 2014;42:263-79.
11. Lavelock C. Four virtues: Interventions for goodness’ sake [dissertation on the internet]. Virginia Commonwealth University; 2013. [cited 2020 Jan 22] Available from: https://doi.org/10.25772/2E7G-VP30
12. Okçu D, Pilatin U. Evaluation of perception of secondary school students about value of patience. Batman University Refereed Journal of Islamic Sciences Faculty. 2018;2(1):102-13.
13. Piedmont RL, Village A. Research in the social scientific study of religion. In Streib H, Klein C, editors. Xenosophia and Religion. Biographical and Statistical Paths for a Culture of Welcome. Leiden: Brill; 2010. p. 1-14.
14. Rosati AG, Stevens JR, Hare B, Hauser MD. The evolutionary origins of human patience: Temporal preferences in chimpanzees, bonobos, and human adults. Curr Biol. 2007;17(19):1663-8.
15. Miyazaki K, Miyazaki KW, Yamanaka A, Tokuda T, Tanaka KF, Doya K. Reward probability and timing uncertainty alter the effect of dorsal raphe serotonin neurons on patience. Nat Commun. 2018;9(1):1-11.
16. Sümen A. Comparing the Florence Nightingale pledge with The International Nursing Pledge and evaluating them in terms of ethical principles: Review. Turkiye Klinikleri Journal of Medical Ethics-Law and History. 2017;25(2):43-8.
17. Chadwick A. A dignified approach to improving the patient experience: Promoting privacy, dignity and respect through collaborative training. Nurse Educ Pract. 2012;12(4):187-91.
18. Martin-Ferreres ML, Pardo MÁDJ, Porras DB, Moya JLM. An ethnographic study of human dignity in nursing practice. Nurs Outlook. 2019;67(4):393-403.
19. Kavradım ST, Akgün M, Özer Z, Boz İ. Perception of compassion and professional values in nursing students: A cross-sectional multivariate analysis from Turkey. Nurse Educ Pract. 2019;41:102-9.
20. Reid J. Respect, compassion and dignity: the foundations of ethical and professional caring. J Perioper Pract. 2012;22(7):216-9.
21. Sprecher S, Fehr B. Compassionate love for close others and humanity. J Soc Pers Relat. 2005;22(5):629-51.
22. Burunat E. Love is a physiological motivation (likehunger, thirst, sleeporsex). Med Hypotheses. 2019;18:2-54.
23. Perry RE, Blair C, Sullivan RM. Neurobiology of infant attachment: Attachment despite adversity and parental programming of emotionality. Curr Opin Psychol. 2017;17:1-6.
24. Hatfield E, Rapson RL. Love and intimacy. In Encyclopedia of Mental Health. Academic Press; 1994. p. 583-91.
25. Nijboer AA, der Cingel Van MCJM. Compassion: Use it or lose it? A study into the perceptions of novice nurses on compassion: A qualitative approach. Nurse Educ Today. 2018;72:84-9.
26. Elliott AM. Identifying professional values in nursing: An integrative review. Teach Learn Nurs. 2017;12(3):201-6.
27. Mersin S, Demiralp M, Öksüz E. Addressing the psychosocial needs of patients: Challenges for nursing students. Perspect Psychiatr Care. 2019;55(2):269-76.
28. Sellman D. Professional values and nursing. Med Health Care Philos. 2011;14(2):203-8.
29. Deniz L, Tutgun Ünal A. Development of a set of scales toward the use of social media and values of generations in social media age. International Journal of Society Researchers. 2019;11(18):1-33.
30. Akın A, Eker H. Compassionate Love Scale: Validity and reliability study. Journal of Uludag University Faculty of Education. 2012;25(1):75- 85.
31. Lee YR, Lee JY, Kim JM, Shin IS, Yoon JS, Kim SW. A comparative study of burnout, stress, and resilience among emotional workers. Psychiatry Investig. 2019;16(9):686.
32. Chen CS, Chan SWC, Chan MF, Yap SF, Wang W, Kowitlawakul Y. Nurses’ perceptions of psychosocial care and barriers to its provision: A qualitative study. J Nurs Res. 2017;25(6):411-8.
33. Deng JJ, Li TA. Development and validation of the Buddhist patience questionnaire. Ment Health Relig Cult. 2017;19(8):807-17.
34. Reyes AT, Andrusyszyn M, Iwasiw C, Forchuk C, Babenko-Mould Y. Nursing students’ understanding and enactment of resilience: a grounded theory study. J Adv Nurs. 2015;71(11):2622-33.
35. Thomas LJ, Revell SH. Resilience in nursing students: An integrative review. Nurse Educ Today. 2016;36:457-62.
36. Li ZS, Hasson F. Resilience, stress, and psychological wellbeing in nursing students: A systematic review. Nurse Educ Today. 2020;90(104440).
37. Abdullah KL, Chong MC. Factors influencing professional values among Indonesian undergraduate nursing students. Nurse Educ Pract. 2019;41(102648).
38. Crigger NJ. The Trouble with Caring: A Review of eight arguments against an ethic of care. J Prof Nurs. 1997;13(4):217-21.
39. Dickson N. A theory of caring for midwifery. Aust Coll Midwives Inc J. 1996;9(2):20-4.
40. Bullington J, Söderlund M, Sparén EB, Kneck Å, Omérov P, Cronqvist A. Communication skills in nursing: A phenomenologically-based communication training approach. Nurse Educ Pract. 2019;39:136-41.
41. Bousso RS, Poles K, Cruz DDALMD. Nursing concepts and theories. Rev Esc Enferm USP. 2014;48(1):141-5.
42. Dudas KI. Cultural competence: An evolutionary concept analysis. Nurs Educ Perspect. 2012;33(5):317-21.