Program Leaders' and Educators' Perspectives on the Factors Impacting the Implementation and Sustainment of Compassion Training Programs: A Qualitative Study

• Published in: Teaching and learning in medicine Vol. 35; no. 1; pp. 21 - 36
• Main Authors: Sinclair, Shane, Harris, Daranne, Kondejewski, Jane, Roze des Ordons, Amanda L., Jaggi, Priya, Hack, Thomas F.
• Format: Journal Article
• Language: English
• Published: United States Routledge 01.01.2023
• Subjects: Compassion; Delivery of Health Care; education; Empathy; healthcare providers; Humans; Leadership; Learning; nurse; physicians; Qualitative Research; training; healthcare providers; nurse; Compassion; training; education; physicians
• ISSN: 1040-1334; 1532-8015; 1532-8015
• DOI: 10.1080/10401334.2021.2017941

Training programs have been used to improve compassion in healthcare, but the factors necessary to make such programs successful and sustainable have not been identified. This thematic analysis aimed to bridge the gap between theory and practice by drawing on the experiences of international leaders and educators of compassion training programs to develop a clear understanding of what is relevant and effective and how compassion training is implemented and sustained. International leaders and educators of compassion training programs (N = 15) were identified through convenience sampling based on academic and gray literature searches. Semi-structured face-to-face interviews with these participants were conducted between June 2020 and November 2020 in order to identify facilitators, barriers, and environmental conditions influencing the implementation and maintenance of compassion training programs. The interviews were recorded, transcribed verbatim, and analyzed using thematic analysis. Six categories affecting the operationalization of compassion training programs were identified 1) origins, foundational principles and purpose, 2) curricular content, 3) methods of teaching and learning, 4) trainer qualities, 5) challenges and facilitators, and 6) evaluation and impact. Compassion training should be rooted in the construct of interest and incorporate patients' needs and their experience of compassion, with patient-reported compassion scores integrated before and after training. Compassion training should be delivered by highly qualified educators who have an understanding of the challenges associated with integrating compassion into clinical practice, a dedicated contemplative practice, and a compassionate presence in the classroom. Prior to implementing compassion training, leadership support should be secured to create an ethos of compassion throughout the organization.