AN ASSESSMENT OF THE IMPACT OF AN ONLINE COMPASSION TRAINING PROGRAMME ON NURSING STUDENTS AT THE FEDERAL MEDICAL CENTER, UMUAHIA, ABIA STATE

CHAPTER ONE INTRODUCTION 1.1 Background of the Study Compassion is widely recognized as a vital trait for healthcare professionals. Providing care grounded in compassion enhances the relationship between patients and healthcare providers, and significantly improves patients’ overall experience within the healthcare system (Tehranineshat, Rakhshan, Torabizadeh & Fararouei, 2019). Moreover, compassion not only benefits patients but also contributes positively to the mental and emotional well-being of healthcare providers themselves (Yang, Tse, Chung, Chong & Wong, 2023). In nursing, compassion fuels practitioners to deliver attentive and empathetic care by truly understanding patients’ struggles, fulfilling their basic needs, and being deeply aware of their pain and suffering (Ghafourifard, Zamanzadeh, Valizadeh & Rahmani, 2022). Research has shown that nurses who consistently demonstrate compassion experience reduced levels of burnout and greater job satisfaction (Yu, Qiao & Gui, 2021). Nursing education plays a crucial role in developing nurses who are not only competent but also caring. By embedding compassion into the curriculum, nursing students are better prepared to adopt and apply this essential value early in their professional journey, reinforcing it as a core aspect of their development. Furthermore, nurturing compassion in nursing students has been shown to buffer against the intense pressures of nursing education, such as heavy coursework, demanding assessments, competition, and the dual burden of academic and clinical training (Yu, Qiao & Gui, 2021). Studies indicate that compassion can enhance resilience and help reduce symptoms of depression, anxiety, and perceived stress. For nurses to provide holistic and patient-centered care, it is essential that they develop both self-compassion and compassion for others—skills that are best cultivated through structured training programs. Notable among such programs are Compassion Cultivation Training (CCT) and Mindful Self-Compassion (MSC). MSC emphasizes building self-compassion through dedicated exercises that integrate mindfulness practices (Neff & Germer, 2015), significantly strengthening emotional resilience. However, focusing too much on self-compassion may not fully support the development of compassion toward others, which is especially crucial in healthcare settings where recognizing and addressing the emotions of patients is imperative (Quaglia, Soisson & Simmer-Brown, 2021). On the other hand, CCT takes a more comprehensive approach, promoting a balanced understanding of compassion that considers both one’s own needs and those of others. It places greater emphasis on mindfulness, which fosters compassionate behaviors. Yet, while this approach enhances interpersonal skills, it may not give adequate attention to self-compassion. This gap can be particularly challenging for nursing students, who are often young adults still in the process of forming their identities (Quaglia, Soisson & Simmer-Brown, 2021). Therefore, compassion training programs in nursing education must be tailored to account for individual differences and specific contexts to effectively balance self-directed and other-focused compassion. In-person compassion training programs typically span eight weeks with weekly sessions lasting two to two and a half hours. However, these formats can be difficult for healthcare trainees to attend, given their rigorous schedules—an issue that nursing students frequently mention (Quaglia, Soisson & Simmer-Brown, 2021). Online compassion training formats offer a flexible, cost-effective, and widely accessible alternative that fits more easily into students’ schedules. Research by Eriksson et al. (2018) and Krieger et al. (2019) highlights the potential of online interventions to nurture compassion, though studies specifically targeting nursing students remain scarce. According to Durkin et al. (2018), only three interventions have been tailored for nursing students, and another review by Hagerman et al. (2020) found just two empirical studies focused specifically on self-compassion training for this group. This gap highlights the need for further exploration into compassion education for nursing students. Given the limited availability of tailored online training and the encouraging early findings, this study seeks to design and evaluate a novel online compassion training program specifically for nursing students. The program’s low-intensity, continuous format offers brief daily exercises, making it compatible with the demanding schedules of students. This approach promotes gradual, consistent development of compassion skills, which students can integrate into both their personal and professional lives. Consequently, this research aims to assess the initial effects of an online compassion training program for nursing students at the Federal Medical Center in Umuahia, Abia State. 1.2 Statement of the Problem Nursing is a profession that demands significant physical and emotional commitment. A high level of compassion is often necessary for nurses to meet the needs of their patients effectively. However, many nursing students face challenges in managing emotional exhaustion while maintaining compassionate care throughout their training (Durkin et al., 2019). Exposure to stressful clinical scenarios and the increasing complexity of healthcare settings can result in compassion fatigue among nursing students (Sinclair et al., 2017). To prevent this, effective interventions are needed to help students develop and sustain compassion without experiencing burnout. Online compassion training programs have emerged as a potential solution. These programs use mindfulness, empathy, and self-compassion exercises to foster compassionate behaviors and improve students' emotional well-being and clinical performance (Germer & Neff, 2019). Despite their promise, there is limited empirical research examining how these programs affect nursing students. Specifically, little is known about how such training influences students' professional ability to deliver compassionate care and remain emotionally resilient. Therefore, this study seeks to evaluate the preliminary impact of an online compassion training program for nursing students at the Federal Medical Center, Umuahia, Abia State. 1.3 Objective of the Study The general objective of this research is to assess the preliminary effects of an online compassion training program for nursing students at the Federal Medical Center in Umuahia, Abia State. The specific objectives are to: i.Evaluate the impact of the online compassion training program on students’ levels of self-compassion. ii.Examine how the program affects students’ ability to manage stress in clinical environments. iii.Investigate whether the training improves students' overall emotional resilience. iv.Determine if participation in the program reduces the risk of burnout among nursing students. 1.4 Research Questions The study is guided by the following questions: i.What is the effect of the online compassion training program on nursing students' self-compassion? ii.In what ways does the training program influence students’ ability to cope with stress in clinical settings? iii.Does the program enhance students’ emotional resilience? iv.Can the online training reduce the likelihood of burnout among nursing students? 1.5 Significance of the Study This research is important for several reasons. For nursing students, the findings will offer valuable insights into how online compassion training can strengthen their emotional resilience, improve self-compassion, and equip them to handle stress more effectively. These skills are essential in avoiding compassion fatigue and burnout, which are common challenges in the nursing field. Academically, the study will add to the existing literature on compassion training in nursing education and provide new knowledge for researchers and educators. It will also serve as a useful resource in academic libraries and act as a reference point for future scholarly work in related fields. 1.6 Scope of the Study This study focuses on exploring the preliminary effects of an online compassion training program tailored for nursing students at the Federal Medical Center, Umuahia, in Abia State. Empirically, the study will: Evaluate the impact of the training on students’ self-compassion, Examine its influence on their stress management during clinical practice, Assess improvements in their emotional resilience, and Investigate its effectiveness in reducing the risk of burnout. Geographically, the study is confined to the Federal Medical Center in Umuahia, Abia State. 1.7 Limitations of the Study As with most academic projects, this study encountered a few constraints: Time: Balancing the demands of academic coursework and research activities posed scheduling challenges for the researcher. Finance: Expenses related to printing, typesetting, accessing relevant literature, and collecting data added financial pressure. Access to Materials: The researcher faced difficulty locating sufficient literature due to the niche nature of the topic, which limited the availability of academic resources. 1.8 Definition of Terms Compassion: The ability to recognize the suffering of others and the motivation to relieve it. In nursing, it involves empathizing with patients and offering thoughtful, caring support. Compassion Fatigue: A state of emotional and physical exhaustion that affects the ability to care, typically caused by long-term exposure to others’ suffering. Self-Compassion: Treating oneself with kindness during times of failure or difficulty, rather than being self-critical. Online Compassion Training Program: A digital learning intervention designed to teach compassion-related skills, such as mindfulness, empathy, and self-compassion, aimed at improving participants’ emotional well-being. Mindfulness: The practice of staying present and fully engaged in the current moment while maintaining a non-judgmental attitude. Emotional Resilience: The capacity to recover from emotional stress or adversity and maintain mental well-being, especially important for coping with the emotional demands of nursing