Effects of Contemplative Practice on Self-awareness and Empathy Among Nursing Students
Article Sidebar
Main Article Content
Abstract
This study aimed to examine the effects of contemplative practice on self-awareness and empathy among nursing students. A two-group pretest-posttest quasi-experimental research design was adopted. The sample consisted of 89 third year nursing students of Boromarajonani College of Nursing, Phayao. They were assigned into either a control group or an experimental group with 41 students each. Both groups obtained regular teaching and learning. However, the experimental group received contemplative practice as an additional learning method. The instruments included: the contemplative practice program, a self-awareness questionnaire, an empathy questionnaire, and a structured interview guideline. Data were analyzed using means, standard deviations, a paired t-test and an independent t-test. Qualitative data were analyzed using content analysis. The findings reveal that after the intervention, the experimental group had significantly higher self-awareness and empathy scores than the control group (p<0.05). Analysis of qualitative data revealed the following themes: awareness of one’s self and of others. We suggest that contemplative practice should be integrated into the nursing curriculum to enhance self-awareness and empathy which are significant characteristics of good nurses.
Article Details
บทความและรายงานวิจัยในวารสารพยาบาลกระทรวงสาธารณสุข เป็นความคิดเห็นของ ผู้เขียน มิใช่ของคณะผู้จัดทำ และมิใช่ความรับผิดชอบของสมาคมศิษย์เก่าพยาบาลกระทรวงสาธารณสุข ซึ่งสามารถนำไปอ้างอิงได้
References
2. Hongthong P, Wangwinyu N. The courage to teach: exploring the inner landscape of a teacher’s life. Bangkok: Suan Nguen Mee Ma; 2013. (in Thai).
3. Helliwell J, Layard R, Sachs J. World happiness report 2017. New York: Sustainable Development Solutions Network. 2017.
4. Dallas JC. Empathy: the power for developing nursing profession. Nursing Journal of the Ministry of Public Health. 2015;25(2):13-24. (in Thai).
5. Raab K. Mindfulness, self-compassion, and empathy among health care professionals: A review of the literature. J Health Care Chaplain. 2014;20(3):95-108.
6. Gessler R, Ferron L. Making the workplace healthier, one self-aware nurse at a time. American Nurse Today. 2012;41-3.
7. Lamat N. Education for complete human development. Journal of education studies. 2011;38(3):77-92. (in Thai).
8. Wasi P. Human ways in the 21st century: 2019. 4th ed. Contemplative book project Mahidol University. (in Thai).
9. Panyapinijnugoon C, Sirisupluxana P, Wannasuntad S, Ninwatcharamanee C. Effect of contemplative education on transformative learning of Boromarajonani College of Nursing Bangkok’s personnel. Journal of Boromarajonani College of Nursing, Bangkok.2012;28(2): 1-13. (in Thai).
10. Triranaopas S. Effects of completed human development program using contemplative education process in psychology course for education students who studied general science program. Faculty of Education, Rajabhat Pibulsongkram University;2010. (in Thai).
11. Patthaburee W, Kerdtip C, Sungtong E. Conflict management competency for school administrators under the office of basic education commission in the southernmost provinces. Hatyai Academic Journal. 2017;14(2),133-48. (in Thai).
12. Suriyachai T. The relationship between self-awareness and empathy in adolescents. [master thesis]. Bangkok: Srinakharinwirot University; 2011.(in Thai).
13. Khamsawarde N. The results of instructional method with contemplative education in maternal child and midwifery practicum 1. 2010. (in Thai).
14. Nilchaikovit T, Juntrasook A. The art of transformative learning management: a manual for contemplative educators. Nakhon Pathom: Contemplative education center, Mahidol University; 2008. (in Thai).
15. Panich V.Contemplative education: an education for spiritual discovery. Bangkok: Suan Nguen Mee Ma; 2007. (in Thai).
16. Chaiprasit P. Transformation of contemplation among contemplative coaches worked in Yuparaj hospital networks following spiritual training project (basic and advanced courses), research report. Bangkok. 2013. (in Thai).
17. Phruittikul S. Contemplative education, Journal of education, Burapha. 2010;22(1):1-13. (in Thai).
18. Khayankij S. Process of contemplative education in instruction and students’ learning experiences in the assessment and evaluation of young children, Journal of education studies. 2012;39(2):26-34. (in Thai).
19. Sumamal A. The growth of insight through contemplative learning process: a case study at Namkleang hospital, Sisaket province. [master’s thesis]. Bangkok: Mahidol University; 2013. 146 p. (in Thai).