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The article starts by offering a definition of fake kindness focused on the dissociation between the behavioural components of kindness and the intent to sincerely pay some heed to the needs of others. Using the sociological theory of Pierre Bourdieu, this definition is then used to articulate how fake kindness can be conceptualized as a specific form of symbolic violence. Such a view allows explanations as to how and why the prevalence and effectiveness of fake kindness vary according to microsociological norms and values. The generic definition and conceptualization of fake kindness as a form of symbolic violence are then used to discuss how nursing's enthrallment with the concept of caring and its operationalization as a moral compass likely fosters the growth of fake kindness within the profession. In this view, the institutional enforcement of propriety and well-behaved professionalism is more likely to lead to toxic environments than to healthy workplaces. We hope that being able to understand how professional norms and institutional rules are sometimes turned into social tools to enforce obedience and existing hierarchies can empower victims of those phenomena to resist them more effectively. It might also contribute to increasing the awareness of well-meaning nurses or people in position of authority who have been socialized in environments where fake kindness is normalized., Competing Interests: Declaration of conflicting interestsThe author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Aim: To gain more insight into how nurses experience a participatory live music practice in relation to their ability to deliver compassionate care to medically hospitalised patients., Design: Qualitative interpretive design., Methods: Sixteen nurses participating in a live music practice with patients were interviewed using in-depth interviews with open-ended questions. Audio recordings were transcribed verbatim and subsequently coded. Theory-driven inductive and deductive approaches were applied in thematic data analysis., Results: We identified four themes: (1) Nurses' empathy and compassion; (2) The caring nurse-patient relationship; (3) Person-centred approaches to care and (4) Nurses' subjective wellbeing. By observing patients' reactions to the music, nurses described that they obtained a deeper insight and understanding of patients' emotional wellbeing. These observations led to increased feelings of compassion in patient contact and stimulated informal communication between nurses and patients through a sense of shared humanity. According to nurses, these aspects positively affected collaboration with patients in delivering care and stimulated them to pursue person-centred approaches to care. Participating in the live music practice also positively affected nurses' wellbeing, enhanced relaxation and created an ambiance in which compassion could be expressed., Conclusion: A live music practice can positively contribute to the delivery of compassionate care by providing meaningful shared moments that increase feelings of empathy and compassion and strengthen the caring relationship., Implications for the Profession: Offering a live music practice at the ward and bedside offers a unique possibility to enhance engagement in person-centred, compassionate care., Impact: While compassion and compassionate care are essential component of nursing, nurses often experience multiple barriers to its provision in daily practice. An innovative way to stimulate compassionate care is through the participation of nurses and patients in a live music practice, providing a meaningful moment shared between them. This stimulates feelings of shared humanity and bonding in the caring relationship., Reporting Method: The COnsolidated criteria for REporting Qualitative research (COREQ). No Patient or Public Contribution., (© 2024 The Authors. Journal of Clinical Nursing published by John Wiley & Sons Ltd.)

Jean Watson developed, in the United States, a conceptual model of nursing based on caring. A term sometimes translated as "to care" without properly reflecting what the concept entails. This theory has been adopted in many countries. Some authors report that it brings satisfaction to students, nurses, and managers of health facilities. Based on Watson's work, Chantal Cara built the humanist model of nursing at Montreal University. The aim of the project is to improve the well-being of patients and caregivers. It is likely to retain existing nurses and attract the next generation to the institutions which implement it., (Copyright © 2024 Elsevier Masson SAS. All rights reserved.)

With the widespread adoption of online education, nursing educators have observed significant challenges related to learner engagement and participation. Over the past decade, the implementation of Caring has consistently displayed a beneficial influence on creating and maintaining a sustainable online learning environment. However, existing online nursing curricula often lack a Caring and learner-centered approach. The aim of this integrative review is to analyze existing research and gain a comprehensive understanding of the factors that promote a sense of Caring in online nursing education programs. A systematic search for published peer reviewed, English language literature identifying the factors that contribute to Caring in online nursing education was conducted utilizing five databases. Findings from 18 included articles suggest that a combination of Caring strategies implemented by faculty and students, and the utilization of institutional resources contribute to enhanced student outcomes. Faculty driven strategies that promote an online Caring environment are Caring communication, role modeling, building personal connections, demonstrating teaching passion, and embodying emotional intelligence. Student behaviors that promote a Caring online environment include deliberate commitment to learning, genuine presence, active listening, and meaningful interactions with peers. Furthermore, incorporating instructional design to develop a Caring learning platform provides synergy to the student and faculty strategies to produce a Caring environment., Competing Interests: Declaration of competing interest The authors declare there are no conflicts of interest., (Copyright © 2024 Elsevier Inc. All rights reserved.)

Caring as a central focus within nursing has evolved into a relational ontology to guide practice and enhance well-being. Caring praxis has the potential to address the complexities of adolescent development and to allow for authentic engagement, breaking down the barriers of resistance to care. It is clear from the alarming statistics related to the prevalence of anxiety and depression in adolescents that teens are in distress. The authors in this article examine the construct of relatedness in adolescence through the lens of the theory of unitary caring and propose a trans-theoretical transdisciplinary model of relatedness that informs adolescent practice., Competing Interests: Declaration of Conflicting InterestsThe authors declared no potential conflicts of interest with respect to the authorship and/or publication of this review.

In this article, we contend that the bedrock of an equitable world lies in the profound recognition of love as the fundamental force permeating the cosmos. We believe that love is built into the essence of who we are. We posit that genuine progress toward an equitable world is elusive unless we place love, both for one another and for the natural world, at the core of our educational endeavors.

Empathy is a key factor in the dentist-patient relationship. The aim of this study was to determine empathy in dental students and educators in French hospital dental services. A cross-sectional study was conducted among dental students and educators who practiced in 10 hospital dental services affiliated with the Faculty of Dentistry of the University of Lorraine in France. A questionnaire was self-administered online using the Jefferson Scale of Physician Empathy (JSPE). The study included 209 participants comprising 50 students in fourth year, 66 students in fifth year, 48 students in sixth year, and 45 educators. Participants were 63.6% females, aged 27 ± 8 years. The mean empathy score was 109.40 ± 11.65. The sub-scores of the three dimensions were 57.02 ± 6.64 for Perspective Taking, 42.56 ± 6.22 for Compassionate Care, and 9.78 ± 2.61 for Walking in the Patient's Shoes. Females showed significant higher empathy scores than males (111.36 vs. 105.84). The empathy score was correlated with age and insignificantly decreased during clinical training (from 110.06 in fourth year to 106.63 in sixth year). French dental students and educators showed high levels of empathy., (© 2023 John Wiley & Sons Australia, Ltd.)

Background: With an increasing older population, the pressure on home care resources is growing, which makes it important to ensure the maintenance of quality care. It is known that compassion and ethical sensitivity can improve the quality of care, but little is known about care leaders' perceptions on ethical sensitivity and compassion in home care and how it is associated with staff competence and thus quality of care., Aim: The aim of the study was to explore home care leaders' perceptions of ethical sensitivity and compassion associated with care quality in home care., Research Design, Participants, and Research Context: A hermeneutical approach with a qualitative explorative design was used. The data consists of texts from 10 in-depth interviews with home care leaders. Content analysis was used as a method., Ethical Considerations: The study was conducted following the ethical guidelines of the Declaration of Helsinki and the Finnish Advisory Board of Research Ethics. Research ethics permission was applied for from a Research Ethics Board., Findings: One overall theme and four subthemes were found. The overall theme was: "Compassion provides deeper meaning and ethical sensitivity provides means for knowing how to act"., Discussion: If nurses fail to be sensitive and compassionate with patients, good and high qualitative home care cannot be achieved. Ethical sensitivity and compassion can be seen as resources in home care but the organization and the care leaders need to provide the support for these to develop., Conclusion: This study provides an understanding of the meaning of ethical sensitivity and compassion as sources of strength and their link to quality of care in a home care context. Further studies could focus on how to build compassion and ethical sensitivity into home-based care and how to ensure adequate support for healthcare professionals' compassion and ethical sensitivity.

Purpose: The purpose of this study is to investigate the effects of instructional methods based on Constructivist theory and cooperative learning on first-grade students' mathematical learning achievement and social awareness. Method: A natural sample of 30 children aged 6-7 years old was cluster-randomized into an experimental group. Mathematical Learning Achievement Tests and Social Awareness Assessment Scale were used to assess mathematical learning achievement and social awareness before and after 15 sessions of instruction based on Constructivist theory and cooperative learning. Results: 1) After a certain period of learning or training, the experimental group showed improvement in Mathematical Learning Achievement (M=20.6, SD=1.40). Compared to the pretest, there was a significant improvement in students' performance in the posttest (t (29) = 12.51, p < 0.05). 2) After a certain period of learning or training, the experimental group showed improvement in Social Awareness (M=16.5, SD=1.14). Compared to the pretest, there was a significant improvement in students' performance in the posttest (t (29) = 17.88, p < 0.05). Conclusion: The instructional methods based on Constructivist theory and cooperative learning can enhance first-grade students' mathematical learning achievement and social awareness.

Background: When nursing practice assumes a fix-it view model, it limits the growing capacity of practice. The theory of communion-in-caring emerged as a hopeful response to the call to offer a new vista. This theory unifies caring and the endless potential of human care., Aim: The aim of the paper is to describe the theory of communion-in-caring grounded in the human science philosophical perspective. Generated from a focused review of scholarly literature from classical caring theories in nursing to contemporary theoretical viewpoints in nursing published within the last decade guided by a creative theory-building process. This paper presents the theory of communion-in-caring with theoretical concepts and theoretical assumptions illuminating and supporting the contextual design and epistemological viewpoints of a caring-based theory of nursing., Findings: Communion-in-caring is defined as a deliberate and a momentary occurrence of a nursing-caring encounter in which the nurse and person nursed, together, design and express unique practice processes toward affirming and celebrating being human in a unitary-transformative world. The theory further illuminates the foundational acts (i.e. love, hope, faith and charity) emulated into the embodied processes of communion-in-caring (i.e., caring-nurturing encounter, caring-nurturing inquiry and caring-nurturing capacity). Such cyclical, rhythmical and moving processes yield a nurtured caring environment with ethical standpoints, resonate the meaning-essence of caring through participation-in-being and offer culturally congruent care., Conclusion: This theory also realises that the discipline is overly influenced by technological advancements, digitalisation of care, the medicalisation of practice and a mechanistic lens of care. Thus, this theory calls for moral enrichment towards an identity that embodies participation-in-being, seeing self-in-others and communion-of-being., (© 2021 Nordic College of Caring Science.)

Empathy enables successful communication and connection between teachers and their students, yet few studies have investigated its specific use in teaching singing. Addressing this gap, we interviewed voice teachers to discover how they articulate their pedagogy in terms of empathic practices and observed one-to-one lessons for evidence of the same. A sample of 27 classical and music theater voice teachers in Australia (70% females, 30% males), aged 35 to 75 years old (M = 55) were interviewed. Of this cohort, seven teachers were observed in their one-to-one teaching practices. Interviews and observations were analyzed using Interpretative Phenomenological Analysis. Results indicated that voice teachers tailor their practices to the needs of students and demonstrate characteristics of teacher empathy identified in previous literature: effective communication, positive relationships, care, welcoming learning environment, trust, morality, and listening. Empathic teaching facilitates an individualized approach in which singing students are supported and motivated in their own autonomous learning environment. These findings have implications for voice pedagogy that features the use of empathy to benefit future students.

Watson's human caring theory is widely used in nursing clinical practice, education, and research; however, further discussion on the application of this theory in administration is needed. The authors in this article aim to substruct Watson's theory of human caring for nursing administration. Major elements of the theory-transpersonal caring dimensions, caring competencies, and caring moments-are presented in a model of substruction that links the theoretical basis to methodology. In conclusion, this theory can be used as a framework or a conceptual model in nursing administration within an organization.

Research suggests that empathy may lead to either sympathy, involving emotional identification with another person, accompanied by caring and concern, or personal distress, that is emotional reaction to another's condition that is aversive and self-centered (Eisenberg et al., 2010). While the former frequently predicts prosocial behavior, the latter is hypothesized to predict it only when helping is the easiest way to alleviate the distress of the helper (Batson, 1991). Drawing on self-determination theory, we hypothesized that autonomy supportive parenting (taking the child's perspective and providing choice) may predict the child's integrative emotion regulation, and this may predict emotional identification with others in need (i.e., sympathy). In contrast, the autonomy suppressive practice of conditional regard may predict dysregulation of emotions, leading to personal distress when facing a close friend's adversity. Participants included 147 college students and 147 close friends. Target participants reported perceptions of their mothers' behaviour and their own emotion regulation styles, while close friends reported perceptions of target participants' sympathy and personal distress responses. Results support the study's hypotheses and provide insights into the socialization of emotion regulation and empathy.

Objectives: To confirm the factor validity of the Compassionate Engagement and Action Scales (CEAS), as set out in the original development study, when used with a sample of family carers of older adults., Design: A series of confirmatory factor analyses were undertaken to test the previously proposed factor solutions of each scale., Setting: As part of a larger cross-sectional survey, the scales were completed online or via hard copy between July and December 2019., Participants: An international sample of 171 family carers of adults aged 65 years or older., Measurements: The CEAS are three measures that individually assess Compassion for Self, Compassion to Others, and Compassion from Others. All scales measure two aspects, "engagement" and "actions" (two-factor solution), and Compassion for Self also measures two further dimensions within engagement: "sensitivity to suffering" and "engagement with suffering" (three-factor solution)., Results: Results were largely consistent with the two-factor solutions proposed for the three orientations of compassion, with acceptable fit and good internal reliability. There was some support for the three-factor solution of Compassion for Self; however, despite model fit comparable to the two-factor solution, internal reliability of the delineated "engagement" dimensions was low, and there was a weak factor loading for item 5 that measured distress tolerance., Conclusions: Use of the CEAS with family carers of older adults is promising. Further research is recommended with larger samples and to explore distress tolerance as a competency within conceptualization and measurement of compassion.

Introduction: Providing high quality patient care is a worldwide standard of proficiency across the radiographic workforce. As compassion and compassionate behaviours are considered synonymous with patient-centred care, the focus of professional practice throughout healthcare should be on a system that places compassion at its heart. Inadequate care and dispassionate practice have been blamed for failings within the National Health Service. United Kingdom healthcare legislation has been criticised for its failure to provide meaning or clarity to practical compassionate care. Consequently, it has hindered the ability of National Health Service Trusts, service delivery managers and Medical Radiation Technologists to interpret and implement policy recommendations regarding compassionate practice at a local level., Aims: To support the implementation of compassionate legislation, the study sought to understand the perspectives of those in receipt and those delivering compassionate practice. The research aimed to develop a context specific definition of compassion and identify commonly recognised compassionate behaviours. This article reports on the display of compassion through the behaviours of Medical Radiation Technologists., Methods/materials: Co-production underpinned the qualitative methodological inquiry and design of the research. Eleven focus groups were conducted, five with Medical Radiation Technologists three with cancer patients and care-givers and three with student Medical Radiation Technologists. On completion of thematic analysis from those groups, three co-production workshops were conducted, integrating the data to ensure the co-produced findings were equally representative of the perspectives of the three participant groups., Results: An understanding of compassionate display is illustrated through the construction of a conceptual framework. The findings established observable behaviours which a Medical Radiation Technologist must engage in to undertake compassionate display. Three compassionate behavioural classifications were established through the analysis; 'embodied connection', 'characteristic expression' and 'indicative communication'. A Medical Radiation Technologist must engage in all the three core behaviours to gain comprehension of the patient and person. Comprehension enables the Medical Radiation Technologist to establish practices that aim to address the compassionate needs of the patient., Discussion/conclusion: Adoption of the behaviours by Medical Radiation Technologists should enhance compassionate care received by patients within clinical practice. The conceptual framework provides both a theoretical and practical understanding of compassionate display, making it a valuable tool for training and assessment., (Copyright © 2020. Published by Elsevier Inc.)

Background: Strong faculty academic human caring presence is paramount during the exponential use of asynchronous, remote learning during the COVID-19 pandemic., Purpose: The purpose of this article is to provide a holistic, theoretical foundation for evidence informed-caring pedagogical practices., Methods: Watson's (2008; 2018) Unitary Caring Science theoretical approach offers one pedagogical caring framework for advancing teaching-learning in the digital age., Discussion: Examples to humanize the virtual classroom and remote or online teaching include narrative, theory-guided pedagogical approaches, such as creation of caring spaces and other modalities to transcend physical distancing and nurture Communitas (caring community) among of faculty and students., Conclusion: A theory-guided, holistic caring pedagogical approach supports the needs of both faculty and nursing students., (Copyright © 2020 Elsevier Inc. All rights reserved.)

Aim: This paper presents HAR as an expression of caring to create social justice within nursing and achieve a workforce that is representative of those being served., Background: The lack of diversity within the health professions has been expressly linked in the literature to health disparities among underrepresented and marginalized groups., Recommendations: Recognizing the value of diversity within healthcare has been the impetus for some health profession programs to use holistic admissions review (HAR) in the assessment and evaluation of applicant suitability. While current HAR recommendations in nursing broaden the lens on which criteria should be used to determine applicant suitability beyond standard academic metrics, existing models do not examine applicants' caring capacity., Conclusion: Given caring is the essence of nursing, the authors offer a guiding framework to supplement the American Association of Colleges of Nursing criteria for HAR and a model by which nursing applicants are evaluated on their capacity to care., (© 2020 Wiley Periodicals LLC.)

Aim: To develop and test the psychometric properties of three instruments that measure Person-centred Caring: as Personalization, Participation and Responsiveness., Design: A three-phase mixed methods design used two frameworks: content validity determination and quantification; consensus-based standards for selection of health measurement instruments., Methods: A narrative literature review identified the domain definition. A systematic review of instruments provided the basis for item pools, which were refined by focus groups (N = 4) of multidisciplinary staff and service users (N = 25) and cognitive interviews (N = 11) with service users. Scale content validity indexes were calculated. Three cross-sectional surveys were conducted between April 2015 and June 2016. The instruments' psychometric properties tested included factor structure, internal consistency and construct validity. Convergent validity was tested, hypothesizing that: Personalization related to relational empathy; Participation related to empowerment; and Responsiveness related to trust., Results: Scale content validity indexes were ≥0.96 in all instruments. Response rates were 24% (N = 191), 15% (N = 108) and 19% (N = 124). Two factors were revealed for the Personalization and Responsiveness instruments and one factor for the Participation instrument. All had acceptable: reliability (Cronbach's Alpha >0.7); construct validity (>50%); and convergent validity (Spearman's correlation coefficient >0.25, p < 0.05)., Conclusion: This study composed definitions and instruments that reflect the multidisciplinary teams' caring behaviours, which have acceptable reliability and validity in the community population. Further psychometric testing of Participation and Responsiveness instruments should be undertaken with a larger sample., Impact: The instruments can be used to monitor the variability of multidisciplinary teams' caring behaviours; research effective interventions to improve caring behaviours; and increase understanding of the impact of caring on health outcomes., (© 2020 The Authors. Journal of Advanced Nursing published by John Wiley & Sons Ltd.)

The aim of this study was to explore the discrete behaviors that comprise the human emotion of feeling cared for as described by hospitalized stroke patients and their families. Joanne Duffy's Quality Caring Model© (QCM) describes 8 caring behaviors supporting the experience of caring relationships exhibited during health care encounters. A secondary analysis of data from a guided interview was analyzed by 3 persons independently using general thematic content analysis and predetermined categories from the QCM, with final validation by the theorist. Percent agreement was 74.3% at first analysis, and 100% after secondary analysis. 82 of 100 phrases fit into at least one caring behavior, 17 phrases overlapped, and 18 phrases did not fit. Overlap between the caring behaviors is consistent with published quantitative reports. Patient experiences generating the emotion of "feeling cared for" may be formed from multiple caring behaviors enacted simultaneously by clinicians. Characteristics of clinicians, such as knowledge, may be as important as caring behaviors., (Published by Elsevier Inc.)

Aims and Objective: This study intended to examine the long-term effect on the emotional wellbeing and behaviour change of staff, patients and carers who attended a one-day Macmillan course on mindful compassion., Methods: People who attended mindful compassion study days in 2016 and 2017 were invited to participate in an online questionnaire in 2019., Results: Nearly 50% (99) of the 200 people who received the invitation completed the survey. Immediately after the course, 38.78% practised mindful compassion as and when required, 28.57% practised when possible, 15.31% practised daily, 13.27% practised 3-4 times a week and 3.5% were not practising. More than half (56%) used mindful compassion to help with home and work life, relationships and family. Two or three years after the course, when asked again, 15.31% of those who answered still practised daily, 11.22% practised 3-4 times a week, 23.47% practised as and when possible and 42.86% did so as needed; 7.14% had not continued practising., Conclusion: Training in mindful compassion benefits patients and carers. In both the short and long terms, mindful compassion was found to reduce anxiety, aid sleep, improve pain management and help people feel more empowered, calm and relaxed. It also helped people cope with stressful situations, gave them time for themselves and enabled them to become much more focused.

Aims and Objectives: To examine the understanding of caring in the practice of community nursing from the perspectives of patients and nurses., Background: An increasing population of patients with chronic disease has produced a need for humanistic caring in communities. As a result, caring has become a core value of community nursing professionals. However, community nurses meet many difficulties in trying to practice person-centred care with their clients. Furthermore, most community nurses-especially in China-lack systematic education and training about caring because the practical meaning of caring in community practice is unknown., Design: The qualitative study described herein employed inductive content analysis., Methods: Eleven community patients with chronic disease and fifteen community nurses who were nominated as a caring nurse from different community clinics in Beijing, China, participated in thirty-one interviews during January to August in 2018. Nine documents from the interviewed nurses were collected. Both interview data and documents were analysed using strategies of inductive content analysis. The COREQ checklist was used., Results: Patients and their corresponding nurses described a wide range of caring experiences that were generalised into 28 concepts. Caring emerged as an inter-dynamic system that comprised the foundation and quality of a caring relationship, the caring philosophy and behaviours of interactions, and positive feedback from caring interactions. A relationship-based framework of caring in community nursing practice was constructed., Conclusions: Identifying this systematic concept of caring provides insights that are applicable to the creation of targeted management, education and practice interventions to ultimately enhance the quality of community health care-in China or elsewhere., Relevance to Clinical Practice: The systematic understanding of caring in community nursing practice will inform nurses in community health clinics, their educators and their managers on how to provide care to community patients and how to develop caring competence for community nurses., (© 2020 John Wiley & Sons Ltd.)

Background: Nursing is a process of interpersonal interaction. Objective: To determine the relationship between the self-efficacy levels and caring nurse-patient interactions of nursing students. Methods: The study was carried out with 198 students who agreed to participate. The data was collected by using personal information forms, the Caring Nurse-Patient Interaction Scale (CNPIS), and the Self-Efficacy-Sufficiency Scale (SES). Collected data were evaluated via descriptive statistics, independent group t -test, ANOVA, and Tukey HSD and Pearson Correlation analysis. Results: CNPIS sub-dimension point averages were 309.94 ± 34.71 for importance, 278.97 ± 40.81 for competency, and 264.04 ± 46.17 for feasibility. It was determined that there are statistically significant, strong, and positive relations between all sub-dimension of the scale. It was also determined that the scale sub-dimension point averages differ in a statistically significant way on the basis of certain demographic attributes (sex and age of the students ( p <0.05)). Furthermore, a statistically significant, positive and medium level relation was determined between the CNPIS importance and competence point averages and SES total points (rimportance: 0.318, pimportance: 0.000; rcompetence: 0.322, pcompetence: 0.000) Conclusions: It was concluded that students scored high points from all sub-dimensions of the CNPIS. It was further determined that students with high levels of self-efficacy/sufficiency have higher levels of caring for nurse-patient interaction. Impact statement: Adequate self-efficacy and sufficiency will be able to provide better nurse-patient interaction which based on care.

Background: Shortage of nurses in South African hospitals has affected the nurse-patient ratio, thus prompting nurses to be focussed on completing nursing-related duties with less or no caring for the patient. Caring involves having a therapeutic relationship with the patients, and it can be challenging and demanding for final-year student nurses who are still novices in the nursing profession., Objectives: To explore and describe the experiences of caring for patients amongst final-year student nurses in order to develop and provide recommendations to facilitate caring., Method: A qualitative, descriptive and contextual design was used. Data collection was done through eight in-depth individual interviews. Giorgi's five-step method of data analysis was used, along with an independent coder. Measures to ensure trustworthiness and ethical principles were applied throughout the research., Results: Four themes with 12 subthemes emerged from the data: therapeutic relationship with patients as an integral part of caring, teamwork - team spirit makes caring easy, continuous caring that promotes quality and safe nursing, as well as satisfaction amongst staff and patients, and various barriers that contributed to lack of caring in the unit., Conclusion: The majority of student nurses had positive experiences of caring, which included therapeutic relationships between nurses and the patients, teamwork and team spirit that fostered safe and quality nursing care, rendered effortlessly. Barriers to caring were also highlighted as negative experiences.

Children with cancer require repeated hospitalizations and the family's everyday life and routines undergo change. Concrete descriptions of how nurses act when caring for children with cancer throughout the various phases of care and treatment are sparsely highlighted in the literature. The aim of this study was to describe young children with cancer and their parents' experiences of nurses' caring practices over a 3-year period, from diagnosis to follow-up. This study is based on semistructured interviews with 25 children newly diagnosed with cancer, aged 1 to 6 years, and their parents, connected to a pediatric oncology unit in Sweden. Child and parent data were analyzed with a deductive content analysis using Swanson's theory of caring. The result shows that nurse care practices directed toward young children with cancer and their parents are to some extent similar across a 3-year period from diagnosis to follow-up but also differ in some ways. Nurses' caring practices aim to support children and parents in the transition to a "new normal." Child- and family-friendly care processes include the following: creating hope and a trustful relationship, asking rather than assuming, providing knowledge and information, performing tasks skillfully, displaying an interest in the child's and parents' life outside the hospital, and helping the family to trust in the future and other health care providers. Based on these results, we recommend the development of a standardized and structured nursing care plan or clinical guideline with detailed information on how to carry out clinical nurse care practices in the different phases.

Purpose: The aim of this study was to determine the psychometric properties of the Turkish version of the Nursing Students' Perceptions of Instructor Caring (NSPIC-Tr) Scale., Design and Methods: Methodological study. The sample of this study consisted of 344 nursing students., Findings: Its four-factor structure was confirmed with explanatory factor analysis (EFA) and confirmatory factor analysis (CFA) results. The results of CFA showed that the scale's fit index supported the EFA. The scale's Cronbach's alpha internal consistency coefficient had high reliability., Practice Implications: NSPIC-Tr is a valid and reliable scale for the assessment of Turkish nursing students' perceptions of instructor caring., (© 2019 Wiley Periodicals, Inc.)

Health care in the 21st century has emphasised science and technology-centred practice, which might lead to dehumanisation such that healthcare professionals come to treat patients less like persons and more like objects. A programme of humanities for healthcare professionals has been suggested as a solution to overcome the problem of dehumanisation. The OMNIBUS programme was developed in humanities curriculum for a Catholic nursing programme to foster students to have attributes of a 'Good Samaritan', a model for compassionate professional. This paper describes the effect of a four-year nursing programme with a humanities curriculum on students' compassionate attributes including bioethics awareness, cultural competency, empathy, and spirituality. It was a secondary data analysis using time-series data collected from nursing students. The levels of bioethics awareness and spirituality among the nursing students have improved. They maintained cultural competencies and empathy skills over time. Developing a humanities curriculum can be used as a strategy to teach Christian values to professional students without emphasising religious aspects.

We engaged in duoethnographic research to deepen our understanding of Japanese educator Daisaku Ikeda's notion of ningen kyoiku, or "human education," a lifelong process of transformation based on commitments to dialogue, value creation, global citizenship and creative coexistence. In particular, we examine the cultivation of intellect, emotion, and will from Ikeda's human education perspective, focusing on our experiences both as students and as teachers in K-12 schools. Data sources included notes and transcriptions of video conferences and past conference presentation scripts. We found that our own education neglected some aspects of human education. Our student experiences propelled us as teachers toward creating educational experiences that support the development of intellect, emotion, and will through building trusting and caring relationships and creating structure to support student autonomy. Further, we realized that when one becomes aware of the interconnectedness of all life, the three aspects of human education--intellect, emotion, and will--transform into wisdom to use knowledge, compassion to maintain an imaginative empathy, and courage to take action. In our explorations, we worked to articulate an alternative to the current culture of schooling, and the study has helped us imagine future possibilities by explicating the lived curriculum, or currere, of human education. We hope that this study might encourage more educators to focus on guiding their students' holistic growth as human beings in their unique contexts.

As learning environments shift toward meeting the needs of an increasingly diverse student population, empathy is becoming an important tool for instructors. Empathy deepens the connection between students and instructors. This connection can also emerge in the library, where librarians are teaching students in a variety of contexts, from the reference desk to the one-shot instruction session. This article references current literature on empathy in the classroom and elaborates on how empathy can lead toward relationship-building based in trust, which ultimately enables learners to put aside their apprehensions and deepen their understanding of new concepts.

Background: Persons with profound and multiple learning disabilities (PMLD) risk exclusion, both in research and as members of society. Because of their embodied communication, they face the challenges in being understood. Oftentimes, others speak on their behalf making inferences on what their perspective might be. Methods: Empathy is suggested as an approach to grasp the perspective of a person with profound and multiple learning disabilities through engaging with embodied communication. The account of empathy suggested by Stein will be unfolded through an ethnographic study including persons with profound and multiple learning disabilities and their professional supporters. Given this background, the intent is to discuss the potential empathy can have in recognising persons with these disabilities as subjects of knowledge. Findings and Conclusions: The characteristics of persons with profound and multiple learning disabilities provide energy to empathic situations in ways that advocate for the possibility of being recognised as subjects of knowledge. This is related to the competencies of the individual, ambiguous communication and the dependency relations in which they are involved. It is of utmost importance to respect the alterity of the other.

Applied behavior analysis (ABA) focuses on providing socially significant treatments and practices. Recent advancements in ethically-minded research have encouraged practitioners to think beyond the technical skills required for implementing behavior-analytic practices and consider how these practices are delivered. Compassionate care in ABA has recently been conceptually defined and subsequently researched to explore ways to explicitly and systematically teach compassionate-care-based skills within the scope of ABA. Researchers have noted barriers specific to the time required to teach compassionate-care-based skills using behavior skills training (BST) especially when working to train groups in compassionate care skills. Further, these studies have focused primarily on using compassionate care towards interactions with caregivers as communication partners. This study operationalized the compassionate care-based skill of receiving feedback within a behavioral analytic lens and taught it to eight master's students enrolled in an ABA course. An experimental case study approach was used to evaluate the relative benefit of modified behavioral skills training (BST) versions, including conditions with and without rehearsal opportunities and individualized performance feedback. Results indicated that all participants demonstrated significant skill increases across multiple communication partners (i.e., client, caregiver, colleague) compared to baseline sessions, with conditions including opportunities for rehearsal and performance feedback resulting in higher skill acquisition for seven of the eight participants. Conditions that required the participants to generalize to novel scenarios and novel communication partners resulted in lower competencies; however, all participant skills across all communication partners remained higher than baseline measures. Limitations included practicing skills within role-play scenarios only, the application of compassionate care-based skills in a variety of cultures, and limits related to using an experimental case study as a methodological approach. Implications for future research and practitioner-based applications are discussed.

While supportive relationships are important for probably everyone and while research indicates that supportive relationships contribute towards improved care-leaving outcomes for young people who grew up in care, there is no research that shows their contribution year by year over the first several years out of care. The aim of this study is to fill this gap, drawing on a sample of 100 residential care-leavers in South Africa, who were followed-up annually for as long as seven years. This paper presents quantitative findings from this study, viz. measures of 13 relational resilience resources just before aging out of care and 19 care-leaving outcomes (such as self-supporting accommodation, criminal activity and well-being) collected annually for up to seven years. Findings show that supportive relationships are particularly influential on care-leaving outcomes over the first three years out of care, and that their impact continues to be evident up to seven years. The study also shows the importance of the relational capacity of young people, such as empathy and teamwork. In light of these findings and other longitudinal studies on the contribution of supportive relationships to adult outcomes, a triangle of support is proposed, involving the relational capacity of young people, the availability of supportive others and the role of formal social services. When these three sides of the triangle operate optimally, sustained resilient outcomes are evident.

Background: Nursing is an art and science based on knowledge of professional caring. As such, the examination of how students perceive care may improve the way this concept is taught and learnt in nursing., Objectives: To examine and describe the perception of caring among Spanish nursing students., Design: A cross-sectional design., Methods: From an initial population of 500 students, 321 volunteers participated in this study by completing the Caring Dimensions Inventory (CDI-25) during April 2014. Parametric tests were used to perform descriptive analyses of the dimensions of caring and the predominant factor; additionally, inferential (bivariate) analyses were performed of the dimensions of caring and of the predominant factor according to each of the independent variables. A logistic multinomial regression of the predominant psychosocial factor was calculated using the professional-technical factor as a reference, with adjustments for each of the covariates., Results: The two dimensions most identified by students in relation to caring were: Providing privacy for a patient (D23) and Listening to a patient (D13) whereas the least identified were: Putting the needs of a patient before your own (D19) and Sharing your personal problems with a patient (D16). Overall, students identified caring mostly with the Psychosocial Factor (F1) (psychosocial aspects of care). Students in their first year identified caring more with the professional-technical factor, whereas those in their third and fourth year did so with the psychosocial factor., Conclusions: The perception of caring among nursing students is a dynamic phenomenon that is modified throughout the nurse education process. The academic year, previous work experience in healthcare and the type of access to the university influence students' perceptions of caring., (Copyright © 2019 Elsevier Ltd. All rights reserved.)

Aim: Despite its importance in nursing, perceived quality of the nurse-patient relationship has seldom been researched. This study sought to examine and compare the quality of caring attitudes and behaviours as perceived by haemodialysis patients and their nurses., Design: This comparative descriptive study involved 140 haemodialysis patients and 101 nurses caring for them in ten haemodialysis units in the French-speaking part of Switzerland., Methods: Participants completed a sociodemographic questionnaire and the Caring Nurse-Patient Interaction Scale (CNPI-70)., Results: Both nurses and patients reported a high frequency of caring attitudes and behaviours. Patients gave higher ratings than nurses did on all the caring dimensions, except spirituality. Implications are discussed., Competing Interests: The authors declare that they have no conflict of interest., (© 2019 The Authors. Nursing Open published by John Wiley & Sons Ltd.)

Background: Undergraduate nursing students are required to acquire professional values during professional nurse education to provide safe and high quality patient care. However, there was no documentation in professional values among Indonesian undergraduate nursing students and the factors influencing its development., Purpose: The purpose of this study was to determine professional values among Indonesian undergraduate nursing students and examine the relationship between students' demographic factors and professional values., Design: A cross-sectional study using convenience sampling was applied to recruit 391 Indonesian undergraduate nursing students. The 26 items of Nurses Professional Values Scale Revision (NPVS-R) with five dimensions was employed to collect data. Descriptive and inferential statistics, independent samples t-test were applied to analyse and interpret data., Results: The result showed that the total score of nurse professional values was high (95.80 ± 12.93). The most important professional value dimension was caring, while activism was the least important values. The NPVS-R total score had a significant association with length of professional clinical practice of the students (p < .05)., Conclusion: Nurse educators need to consider the integration of professional values when developing nursing curriculum, in order to ensure that the students develop their own understanding of these values and their importance in practice., (Copyright © 2019 Elsevier Ltd. All rights reserved.)

Aim and Objective: To test the psychometric properties of the nursing students' version of the 24-item Caring Behaviours Inventory., Background: Caring is at the heart of nursing and should also be a core value in nursing education. Caring can be manifested through measurable behaviours. The Caring Behaviors Inventory is a valid and reliable measure of nurses' caring behaviours in clinical settings. It has already been used among nursing students, but it needs more psychometric testing., Design: Cross-sectional validation study., Method: The questionnaire was filled in by 300 undergraduate nursing students at two Italian universities in May 2016. Exploratory factor analysis was conducted using Mplus maximum likelihood with GEOMIN oblique rotation. A multifaceted approach was used to evaluate the model fit. The STROBE checklist for cross-sectional studies was followed., Results: Four dimensions were identified: "being with," "doing with competence," "responding to individual needs" and "providing effective care." Adequate fit indices and high reliability of the factors were found. Correlations between factors were positive and significant., Conclusion: This study makes it possible to use the same tool to compare the caring practices perceived by students, nurses and patients. Further studies with bigger samples could be stratified to investigate the associations between caring levels and student characteristics. The Caring Behaviors Inventory can be used to call attention to caring in nursing education, helping to make this concept less elusive., Relevance to Clinical Practice: The effective self-assessment of nursing students' caring behaviours offers opportunities for reflection on their caring practice. This could improve the caring level of their behaviours in clinical practice and help them to become caring nurses in the future., (© 2019 John Wiley & Sons Ltd.)

Aims and Objectives: The purpose of this article was to compare surgical oncology nurses caring behaviours to perceptions of their surgical oncology inpatients and determine internal consistency of the CAT-Nurse., Background: Nursing practice at the H. Lee Moffitt Cancer Center & Research Institute in Tampa, FL is guided by Duffy's Quality-Caring Model © . No study using Duffy's model for both oncology nurses and patients has been found., Design: A descriptive correlation design was used adhering to the STROBE guidelines. Data were collected using CAT-Nurse and compared to data from a previous study using CAT (version V)., Methods: Item responses were compared between nurses and patients using t tests., Results: Patients scored higher on perceptions of caring behaviours. Mutual problem solving was an area for improvement. The CAT-Nurse demonstrated internal consistency reliability., Conclusion: Results from this study can make nurses more aware of the caring perceptions that are not as strong as others, and therefore may have the ability to promote transformation., Relevance to Clinical Practice: The results can serve as foundational knowledge for action plans aimed at increasing nurse comfort addressing lower scoring caring behaviours that would then result in improving patient perceptions which could be linked to patient satisfaction and reimbursement., (© 2019 John Wiley & Sons Ltd.)

Purpose: To measure the perceptions of caring between Slovene and Russian members of nursing teams and compare the results with earlier findings in other European Union countries., Method: A cross-sectional study that included nurses and nursing assistants in Slovenia ( n = 294) and Russia ( n = 531). Data were collected using the 25-item Caring Dimensions Inventory., Results: The most endorsed item for Slovene and Russian members of nursing teams was an item related to medication administration. All items that were endorsed by Russian participants were also endorsed by Slovenian participants; however, they ascribed a different level of importance to individual aspects of caring., Discussion: Compared with other European Union countries, such as the United Kingdom and Spain, Slovenian and Russian members of nursing teams endorsed more technical aspects of nursing duties as caring, suggesting cultural differences and previous influences of the biomedical model on nursing education and practice.

Caring seems to be undervalued in the technologically-advanced and fast-paced clinical environment. To improve nursing practice, it is important to understand the meanings of caring to nurses. The aim of the present study was to explore nurses' perspectives of caring in the contemporary clinical environment. A focus group exploration was employed. Multiple perspectives were elicited from 80 nurses with different backgrounds: nursing students, nurse educators, registered nurses, advanced clinical nurses, and nurse executives. The qualitative data were analyzed using thematic analysis. Nurses' understanding of caring could be described using four Es: engaging in reciprocal relationships, embracing the essence of caring, engendering instances of caring, and embodying caring in practice. Participants described nurses as having the dual roles of caregiver and care recipient. The centrality of caring in nursing and the necessity of caring for caregivers were emphasized. The nurses also described various caring behaviors in daily practice. The present study revealed that nurses need empowerment to sustain their compassion. The findings provide new insights, which indicate that the revitalization of nurses' passion for caring in the contemporary clinical environment should begin with caring for caregivers., (© 2018 John Wiley & Sons Australia, Ltd.)

Background:: Lack of compassion is claimed to result in poor and sometimes harmful nursing care. Developing strategies to encourage compassionate caring behaviours are important because there is evidence to suggest a connection between having a moral orientation such as compassion and resulting caring behaviour in practice., Objective:: This study aimed to articulate a clearer understanding of compassionate caring via nurse educators' selection and use of published texts and film., Methodology:: This study employed discourse analysis., Participants and Research Context:: A total of 41 nurse educators working in universities in the United Kingdom (n = 3), Ireland (n = 1) and Canada (n = 1) completed questionnaires on the narratives that shaped their understanding of care and compassion., Findings:: The desire to understand others and how to care compassionately characterised educators' choices. Most narratives were examples of kindness and compassion. A total of 17 emphasised the importance of connecting with others as a central component of compassionate caring, 10 identified the burden of caring, 24 identified themes of abandonment and of failure to see the suffering person and 15 narratives showed a discourse of only showing compassion to those 'deserving' often understood as the suffering person doing enough to help themselves., Discussion:: These findings are mostly consistent with work in moral philosophy emphasising the particular or context and perception or vision as well as the necessity of emotions. The narratives themselves are used by nurse educators to help explicate examples of caring and compassion (or its lack)., Conclusion:: To feel cared about people need to feel 'visible' as though they matter. Nurses need to be alert to problems that may arise if their 'moral vision' is influenced by ideas of desert and how much the patient is doing to help himself or herself.

Aim: We explored the impact of gender role orientation (masculinity and femininity) on student nurses' caring behaviour and critical thinking., Background: Caring and critical thinking are at the core of professional nursing education. Previous studies revealed inconsistent findings regarding the impact of gender roles on caring behaviour and critical thinking., Design and Methods: We employed a quantitative correlational study. Nursing students (N = 449; female = 310, male = 139) who had at least had one month of clinical practice experience were recruited from four universities in Taiwan. Students' ages ranged from 19 to 29 years (Mean age = 21.24 years, SD = 1.28). Data were collected from August 2016 to July 2017, using three questionnaires: Taiwan Critical Thinking Disposition Inventory (CTDI), Caring Assessment Report Evaluation Q-sort Scale (CARE-Q), and Bem Sex Role Inventory (BSRI). Partial least squares structural equation modelling and generalized linear models were conducted to test the research model and hypotheses., Results: Findings indicated that students who reported higher caring and masculinity presented greater critical thinking (ß = .37 and ß = 0.24, respectively; ps < .001). Students' gender, age, femininity, or clinical practice experience, however, were not significantly associated with critical thinking (ß = -0.01, ß = 0.09, ß = .10, and ß = 0.01, respectively; ps > .05). In addition, students who reported higher masculinity and femininity presented greater caring behaviour (ß = .22 and ß = 0.38, respectively; ps < .001). Students' gender, age or clinical practice experience were not significantly associated with caring behaviour (ß = .04, ß = .03, and ß = -0.05, respectively; ps > 0.05). The findings confirmed a direct influence of caring and masculinity on critical thinking. Masculinity indirectly affected critical thinking via caring behaviour. Caring and masculinity accounted for 34.4% of the variance in critical thinking, and masculinity and femininity accounted for 29.1% of the variance in caring behaviour., Conclusion: Our study confirms the effect of age, gender role, and caring behaviour on critical thinking. We recommend that the cultivation of nursing care behaviour focus on students' gender role orientation. In addition, clinical nurse educators, when working with male students on patient caring, should consider their gender role orientation and support male nursing students' ways of presenting caring behaviours., (Copyright © 2018 Elsevier Ltd. All rights reserved.)

The Perceived Inventory of Technological Competency as Caring in Nursing (PITCCN) based on Locsin's theory of Technological Competency as Caring in Nursing (TCCN, 2005) was developed (Kato et al. 2016) and revised by Miyamoto et al. (2017). The purpose of this study was to verify criterion-related validity of PITCCN using the Practice of Caring Behavior Questionnaire (PCBQ, Shigehisa, 2007). The study was approved by the Ethical Review Board of Tokushima University Hospital. Data were collected from September 2017 to October 2017. Of the 402 questionnaire copies distributed, only 299 copies were returned and analyzed to determine correlations between total score value and Mean Factor Point of each factor for PITCCN and PCBQ. These were analyzed using Pearson correlation coefficients. Statistical significance was at .01 levels. Strong positive correlation coefficient was obtained between total score values (r=.76, p?.01) and factors of PITCCN and PCBQ (r=.19 to .68, p?.01) , except the PITCCN's factor 3 : "Utilization of information obtained from technology and continuous knowing" and PCBQ's factor 6 : "Enriched relationships between patient and nurse", (r=.13, not significant). From these results, the criterion-related validity of PITCCN as the inventory of TCCN could be confirmed. J. Med. Invest. 66 : 42-45, February, 2019.

This case study focuses on caring for a patient living with schizophrenia who has been isolated from the community caused by long-term hospitalization in Japan. Using the philosophical perspective of caring, which focuses on nurturing the wholeness and well-being of persons in caring relationship, the case study illuminates the caring, empathy, and courage among the interdisciplinary team. The purpose of this case study is to discuss the interdisciplinary caring process for patients living with schizophrenia using Carper's ways of knowing. Personal knowing is presented through the lens of patients and families and the stigma associated with mental illness. The expression of respect and caring for the patient and their families led by the interdisciplinary team aided in destigmatization of mental illness. Empirical and ethical knowing is demonstrated through the mental health care team's delivery of high quality and clinical excellence with competence, compassion and caring. Aesthetic knowing was offered by the interdisciplinary team focused on the patient's underlying hopes, dreams and aspirations. Through the support of the interdisciplinary team, patients are able to move toward their goals,hopes and dreams, externalizing tasks, as they grow together through mutual caring. J. Med. Invest. 66 : 15-18, February, 2019.

The dominant issue of high-tech and high-touch has popularized the supposed dichotomy between technology and caring in health care. In today's highly technological world, the notion of the "lost touch" in human connectedness is clearly within the realm of human caring. Fostered by different technologies facilitating health care work, the process of caring in the human health experience creates unique individual identities as professional practitioners of human care. The argument is centered on technologies as essential in shaping professionalization by redefining practice boundaries and expanding societal roles and contributions. Consequently, the concept of caring is shared as the hallmark of health care professions. An assertion is made that although technology facilitates caring and competency in the human experience, the idea of human-connectedness can seem "lost" - missing in the discourse and practice within the technological world. Human-connectedness is presented as a concept, positioning its role and relevance in the continued dialogical engagement of technology and caring. A contemporary appreciation of reconciling human connectedness as integral to the process of knowing in a technological world bridging the seemingly paradoxical nature of technology and caring is proposed. J. Med. Invest. 66 : 12-14, February, 2019.

The Second International Seminar and Workshop (ISW) on Technological Competency as Caring in the Health Sciences was offered by the Rozzano Locsin Institute for Advancing the Theory of Technological Competency as Caring in Nursing, and held from August 17- 19, 2018 at Tokushima University in Tokushima,Japan. The ISW was envisioned to provide a platform for sharing research and scholarly works into innovative design and developments on studying and applying the theory of Technological Competency as Caring in the Health Sciences. This ISW was founded on the theory of Technological Competency as Caring in Nursing (TCCN) (Locsin, 2005). The ISW, as aimed broadened the influence of theory, research, and practice through the advancements in technology, caring, and nursing, as espoused in the theory of Technological Competency as Caring particularly within the Health Sciences. This report illuminates the contents of the ISW and its outcomes, and reveals the direction of the theory, its development, and future implications through formalized activities. J. Med. Invest. 66 : 54-57, February, 2019.

In this paper, we explore how the development of historical research methodologies during the last centuries can contribute to more diverse and interdisciplinary research in future caring science, especially towards a care focus that is more person-centred. The adding of a historical approach by professional historians to the theory of person-centredness and person-centred care can develop knowledge that enables a more holistic understanding of the patient and the development of the patient perspective from the past until today. Thus, the aim was to show how developments within historical methodology can help us to understand elements of care in the past to further develop caring science in future. Historical research methodologies have advocated a "history from below" perspective, and this has enabled the evolution of systematic approaches to historical research that can be explored and critically analysed. Linked with this, the development of a more social and cultural oriented understanding of historical research has enabled historians to explore and add knowledge from a broader societal perspective. By focusing on the life of ordinary people and taking social and cultural aspects into account when trying to reconstruct the past, we can get a deeper understanding of health, care and medical development. However, an interdisciplinary research focus on person-centredness and person-centred care that includes professional historians can be challenging. In this paper, we argue that a historical perspective is necessary to meet the challenges we face in future delivery of health care to all people, in all parts of society in an ever more global world., (© 2018 Nordic College of Caring Science.)

Effective leadership will be seen from his exemplary behaviour. Leadership behaviour greatly determine its success in leading an organization and its members, so that the commands and directions given will be carried out as well as possible by its members. The research aimed to describe leadership behaviour of a boarding-school in Indonesia. This study used a qualitative approach with a case study design, and it was conducted in Indonesia, particularly in eight faculties Universitas Darussalam Gontor, Ponorogo, East Java, Indonesia. Data collection techniques in this study were interviews, observation, field notes, and documentation, and to validate the data used a credibility technique. The data validation through the credibility technique was carried out by conducting triangulation, checking members, and improving the persistence and adequacy of reference materials. Research data will be analysed through four interrelated activity pathways, namely: data collection; data condensation; data presentation; and conclusions. Findings of this research were leadership behaviour shows the servant leadership style. Characteristics of leadership behaviour of a boarding-school are leaders who can reflect a visionary personality, firm stand, good listener, empathy, credibility, attention, persuasion, conceptualization, responsibility, calm, commitment, humorous, religious, fair, patient, honest, open, and trust. Leadership behaviour of a boarding-school in Indonesia: an psychology perspective shows melancholy (defensive) and phlegmatic (low profile) attributes.

This paper offers a systematic review of the literature on the nature of empathy in educational research. This synthesis of the literature will reveal four salient themes that SoTL authors have used to understand the concept of empathy. The value of empathy, according to SoTL researchers, will also receive a summarized treatment in this paper. Findings from this first part of the paper promote more accurate interpretations and comparisons of publications about empathy. Relatedly, a less ambiguous definition of empathy allows researchers and practitioners to design more precise studies that attempt to measure empathy in tutors or students, and to implement more precise educational policies involving empathy. The second goal of this paper is to raise a sceptical challenge to advocates of empathy in teaching--this will be done by drawing from the disciplines of psychology and social neuroscience. This paper concludes with a sketch of some pedagogical implications for tertiary educators in light of the worry that was raised against empathy in teaching.

Background: Following declining health care practices at one UK health care site the subsequent and much publicized Francis Report made several far-reaching recommendations aimed at recovering optimal levels of care including stringent monitoring of practice. The aftermath of these deliberations have had resounding consequences for quality care both nationally and internationally., Design: A reflective qualitative appreciative qualitative inquiry using a hybrid approach combining case study and thematic analysis outlines the development and analysis of a solution-focused intervention aimed at restoring staff confidence and optimal care levels at one key UK hospital site. Personal diaries were used to collect data., Data Analysis: Data were analysed using descriptive thematic analysis., Discussion: The implications of the five emerging themes and the 10-step approach used are discussed in the context of understanding care erosion and ways to effect organisational change., Conclusion: A novel approach to addressing care deficits, which provides a promising bottom-up approach, initiated by health care policy makers is suggested for use in other health care settings when concerns about care arise. It is anticipated this approach will prove useful for nurse managers, particularly in relation to finding positive solutions to addressing problems that surround potential failing standards of care in hospitals., (© 2018 John Wiley & Sons Ltd.)