Can compassion be taught to lessen the effects of compassion fatigue?

Lee, Mo; Laurenson, Mary; Whitfield, Clare

Abstract

Background: Recent concerns about the lack of compassionate care have led to investigations in the way care is delivered and the need to embed values into the caring system. The idea that healthcare
professionals are deficient in compassion and suffer compassion fatigue raises questions around education and practice. It challenges quality healthcare practises and workforce pressures.
Aim: To explore whether compassion can be taught to decrease compassion fatigue and raise healthcare standards.
Data sources and emerging themes: A systematic literature review of data from electronic databases: CINHAL, Pubmed/Medline, PsychINFO etc., was undertaken within the parameters of 2000–2012. The inclusion/exclusion criteria retrieved 13 papers and critiquing elicited seven emerging themes. The themes include self-compassion, self-reflection, and emotional intelligence; education, teaching methods, and academic engagement; feeling the suffering of and emotions of patients; the meaning of compassion; work-related stress, burnout, or compassion fatigue; nursing characteristics, gender and cultural differences; and poor
communication.
Conclusion: Compassion is a subjective emotion and challenging to define. Educators need innovative ways to evoke emotions in healthcare professionals to enhance compassionate care. Improving communication skills, self-compassion, and self-reflection could determine when compassion is in danger of becoming fatigued.

Citation

Lee, M., Laurenson, M., & Whitfield, C. (2012). Can compassion be taught to lessen the effects of compassion fatigue?. Journal of Care Services Management, 6(3), 121-130. https://doi.org/10.1179/1750168713y.0000000016

• Journal Article Type: Article
• Online Publication Date: Nov 15, 2013
• Publication Date: 2012-09
• Deposit Date: Mar 2, 2023
• Journal: Journal of Care Services Management
• Print ISSN: 1750-1679
• Electronic ISSN: 1750-1687
• Publisher: Taylor & Francis
• Peer Reviewed: Peer Reviewed
• Volume: 6
• Issue: 3
• Pages: 121-130
• DOI: https://doi.org/10.1179/1750168713y.0000000016
• Public URL: https://hull-repository.worktribe.com/output/4227130