Self-compassion influences the caring behaviour and compassion competence among saudi nursing students: A multi-university study
- PMID: 33690941
- PMCID: PMC8363408
- DOI: 10.1002/nop2.848
Self-compassion influences the caring behaviour and compassion competence among saudi nursing students: A multi-university study
Abstract
Aim: This research investigated the perceptions of Saudi nursing students regarding self-compassion and examined its influence on their caring behaviour and compassion competence.
Design: This is a quantitative and cross-sectional study.
Methods: This multiuniversity study surveyed a convenience sample of 961 nursing using the Self-compassion Scale, Compassion Competence Scale and Caring Behavior Inventory-16 version. Standard multiple analysis was performed separately for caring behaviour and compassion competence as dependent variables. For both models, the self-compassion dimensions and the demographic variables were considered predictor variables.
Results: The students reported their self-compassion moderately, with mindfulness receiving the highest mean and self-judgment receiving the lowest mean. Significant differences were observed on self-compassion of students between universities. Caring behaviour and compassion competence were also rated moderately by the students. "Self-kindness" and "common humanity" were identified as significant predictors of caring behaviour, whereas "self-kindness," "self-judgment," "common humanity" and "mindfulness" were significant predictors of compassion competence.
Keywords: Saudi Arabia; caring behaviour; compassion competence; nursing students; self-compassion.
© 2021 The Authors. Nursing Open published by John Wiley & Sons Ltd.
Conflict of interest statement
Dr. Jonas Preposi Cruz is a member of the Editorial Board of the journal. The other authors declare no conflict of interest.
References
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- Aboshaiqah, A., Roco, I., Pandaan, I., Baker, O., Tumala, R., & Silang, J. (2018). Challenges in the clinical environment: The Saudi student nurses’ experience. Education Research International, 2018, 1–9. 10.1155/2018/3652643 - DOI
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