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Background: Stress, and particularly burnout, is a major problem among healthcare workers and can lead to high staff turnover and low patient/client satisfaction. Objective: To explore the impact of 3-day compassion-focused therapy training on those delivering education to healthcare students. The underpinning premise was that the training course could potentially be replicated through the participants' work with students embarking on a career within the helping professions. Design: Mixed-methods study, with the qualitative findings being presented in this paper. Setting: Training course was delivered in one higher education institution in England. Methods: In total, 44 healthcare lecturers attended the course, with 6 taking part in a reflective focus group. Findings: The analysis highlighted four main themes--reassurance and increased knowledge, increased compassion towards others, self-compassion and empathy, and blocks to compassion. Conclusion: Findings add to previous quantitative research findings showing that participants who undertook training were able to engage with their compassionate self and consider the importance of showing compassion towards the self and others in healthcare education.

Why you should read this article: • To understand the benefits of compassionate care for people who self-harm • To learn about tools that can be used to provide compassionate care such as urge surfing and 'compassionate kit bags' • To contribute towards revalidation as part of your 35 hours of CPD (UK readers) • To contribute towards your professional development and local registration renewal requirements (non-UK readers) People who self-harm tend to find it challenging to accept care and compassion from others and to be compassionate towards themselves. Providing compassionate care to people who self-harm can be a soothing intervention that reduces their distress and/or helps them manage their distress. Nurses can support people who self-harm on their journey towards recovery by delivering interventions informed by compassion-focused therapy and cognitive behavioural therapy. This article offers insights into compassionate care for people who self-harm and advice on how to provide it. Tools and techniques for enhancing compassion in the care of people who self-harm – including formulation, urge surfing, compassionate kit bags and compassionate wound care – are described. A case study outlines the importance of showing compassion to people who self-harm when they seek support from healthcare services. [ABSTRACT FROM AUTHOR]

Self‐harm is a major challenge to public health. Emergency department (ED) nurses treat significant proportions of patients with self‐harm injuries, and positive therapeutic patient–nurse interactions are imperative to the physical and psychological outcome of this vulnerable patient group. Research, both nationally and internationally, suggests that treating those with self‐harm injuries is emotionally challenging, and ambivalence, powerlessness, and ineffectiveness are commonly manifested in negative attitudes towards these patients. Following the PRISMA guidelines, this systematic review with meta‐analyses examined the attitudes of ED nurses towards patients who self‐harm, based on currently available evidence. The following databases were searched: CINAHL complete; Medline complete; PsycARTICLES; PsycINFO; The Allied and Complementary Medicine Database; Health Source: Nursing/Academic Edition; PsycEXTRA; and Psychology and Behavioural Sciences Collection. Clinical trials registries for ongoing and unpublished studies, and scanned reference lists of relevant reports to identify additional studies, were also searched. Five studies were included in the meta‐analysis. The Self‐Harm Antipathy Scale (SHAS) was used as an outcome in two studies appropriate for meta‐analysis. The Attitudes Towards Deliberate Self‐Harm Questionnaire (ADSHQ) scale was used as an outcome in three studies appropriate for meta‐analysis. Results demonstrated limited empathy and negativity towards patients who self‐harm, indicating a requirement for education and supervision of ED staff, where the SHAS or the ADSHQ can be used to monitor attitude change. Self‐harm educational content for ED staff should include areas of knowledge building including explanations and causes of self‐harm; range, forms, and functions of self‐harm; staff responses to self‐harm; assessment, management, and interventions; professional practice issues. [ABSTRACT FROM AUTHOR]

Self-harm is a complex phenomena that occurs in many different settings. Multi-factorial explanations predominate in the literature and accounts of treatment reflect this diversity, ranging through psychobiological and psycho-social theories. This study aims to identify, describe and interpret some of the accounts and understandings of self-harm from a cross section of the general population and then relate this to clinical practice. Q Methodology is used to explore various competing viewpoints of lay people in understanding and treating people who self-harm. Eight different accounts were produced from the Explanation Q-sort. All but the Biological account described self-harm as a coping strategy, utilized in response to feelings of helplessness following social interaction and were therefore psycho-social in nature. There were four treatment/policy viewpoints that were all psycho-social in nature. These were influenced by humanistic and cognitive types of therapy and were united by the importance of empathy, positive regard and empowerment. These viewpoints are fully explored in this study. Common themes and factors connecting the explanations and treatment Q-sorts are discussed. These findings are then discussed in terms of their implications to current working practice and further initiatives and research projects. [ABSTRACT FROM AUTHOR]