Effects of the Contemplative Education Program on Nursing Students' Identity in Health Services with a Humanistic Heart in Community Nursing Practicum
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Abstract
The objective of this research is to study effects of the contemplative education program on nursing students’ identity in health services with a humanistic heart in community nursing practicum. This is a quasi-experimental research with two groups: an experimental group and a comparison group, using a two-group pretest-posttest design. The sample consists of 64 third-year nursing students from the academic year 2023, divided into 32 students in the experimental group and 32 students in the comparison group. The study period is four weeks. The experimental group participated in a contemplative education program that included two types of activities: preparation activities and community nursing practice activities, similar to the comparison group but with additional activities based on three contemplative practices: 1) Deep Listening, 2) Contemplation, and 3) Meditation. Data collection was done using questionnaires before and after the experiment. Data were analyzed using computer software with mean, standard deviation, t-test, and independent-test statistics. Semi-structured interview data were analyzed using content analysis.
The study results showed that after the experiment, the experimental group had significantly higher levels of humanized healthcare service identity compared to both their pre-experiment scores and the comparison group at the .05 statistical significance level. From interviews with students who participated in the program, it was found that contemplative education activities made students feel happy and want to pass on that happiness to service recipients. Students were able to recognize and clearly identify their own emotions, show acceptance and empathy, and think more systematically about solutions to problems faced by service recipients in the community. The integration of contemplative education activities with teaching and learning helped students develop better relationships with service recipients and increased the efficiency of healthcare delivery. This approach helped students better understand service recipients and provide appropriate nursing care that truly responded to the psychological and emotional needs of service recipients in the community case studies.
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