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Entering Into Suffering: Becoming a Transformed and Transforming Healer.

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  • 1Rebecca Gaudino, PhD, MDiv, is an ordained minister; she teaches biblical studies and theology at the University of Portland, Oregon. One of her courses, designed for nursing students, is Theological Dimensions of Suffering and Death. Barbara Braband, EdD, MSN, BAN, RN, CNE serves as program director of the nurse educator and clinical nurse leader master's programs at the University of Portland. She has experience in community/population health, medical-surgical, perioperative nursing, DNP, and nurse educator programs. Anissa Rogers, PhD, MSW, LCSW is a licensed social worker and directs the social work program at the University of Portland. Her interests include end-of-life issues and visiting hospice patients with her therapy dog, Sookie.

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Healthcare providers face challenges responding to suffering. A new Pedagogy of Suffering Model, developed from nursing student interviews and biblical accounts, offers guidance for compassionate care education.

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Area of Science:

  • Interdisciplinary study integrating healthcare education, nursing, theology, and biblical studies.
  • Focus on the phenomenology of suffering and compassionate response within healthcare contexts.

Background:

  • Responding to patient suffering is a critical yet challenging aspect of healthcare provision.
  • Existing educational models may not adequately address the complexities of compassionate care.
  • Need for evidence-based pedagogical approaches to cultivate empathy and effective suffering interventions.

Purpose of the Study:

  • To present and validate a novel Pedagogy of Suffering Model for healthcare education.
  • To explore the biblical and theological underpinnings of compassionate responses to suffering.
  • To guide the development of learning experiences that enhance healthcare providers' ability to respond to suffering.

Main Methods:

  • Qualitative research involving interviews with undergraduate nursing students about their experiences with suffering.
  • Development of a Pedagogy of Suffering Model based on interview data.
  • Comparative analysis of the model with the Gospel narrative of Jesus and the Syrophoenician woman (Mark 7:24-30).

Main Results:

  • A Pedagogy of Suffering Model was formulated, outlining transformative tasks for learning to respond to suffering.
  • The model demonstrated alignment with biblical and theological principles, specifically through the Gospel account.
  • The research provides a framework for understanding and teaching compassionate interventions.

Conclusions:

  • The Pedagogy of Suffering Model offers a robust, interdisciplinary approach to educating healthcare providers on responding to suffering.
  • Integrating qualitative research with theological analysis enhances the model's depth and applicability.
  • The model can inform curriculum development to foster deeper understanding and practice of compassionate care.