Encouraging compassion through teaching and learning: a case study in Cyprus


It has been suggested that the biomedical approach towards healthcare professional training may neglect the humanistic nature and personal values of care. As such, discussions with regard to the importance of introducing compassion training into undergraduate programmes and throughout professional practice are of interest. Within this paper, we report on a compassionate care programme designed for, and delivered to, healthcare professionals and managerial/administrative staff at a private hospital in Limassol, Cyprus.

Case description

Six modules were developed, each of a 6 h duration. Each module was delivered twice to two separate groups of participants. Participants included 60 healthcare professionals along with 5 managerial and administrative staff. Using a range of innovative teaching methods and activities, the programme covered a number of issues relevant to compassion including patient centred care, therapeutic relationships, empathy, cultural awareness, conflict resolution, and advanced communication skills. The programme was evaluated using both qualitative and quantitative methods.


Quantitative and qualitative feedback demonstrated high satisfaction and interest in the programme. Likewise, attending managerial and administrative staff considered the programme important for quality improvement and organizational culture change.

Our findings demonstrate that programmes covering the topic of compassion are welcomed by both healthcare professionals and managerial/administrative staff. The impact of compassionate care training will be assessed effectively through a future longitudinal study.

You can read the full publication here: Compassionate Care publication.

Authors: Sue Shea, George Samoutis, Robin Wynyard, Andreas Samoutis, Christos Lionis, Andreas Anastasiou, Alice Araujo, Alexia Papageorgiou and Renos Papadopoulos
Journal of Compassionate Health Care 2016 3:10
https://doi.org/10.1186/s40639-016-0027-6 © The Author(s). 2016
Received: 15 February 2016 Accepted: 1 October 2016 Published: 22 October 2016



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