Integrating the iCare Compassionately Model into Disaster Simulation

While global efforts to increase access to health care have been successful, the provision of high-quality, safe care remains a critical priority as adverse events continue to impact patient outcomes. To combat this issue, nurse educators need to address gaps in both technical and relational domains of care, including compassion. Despite being identified as a core competency to safe practice, compassionate care principles remain inconsistently taught and practiced within nursing curriculum. This study examined the integration of the iCare (inclusivity, character, accountability, respect, excellence) Compassionately model into a simulated disaster scenario to provide students with an opportunity to apply emotional regulation, communication, and compassionate care techniques within a high-pressure environment. Student self-perceptions of ability to deliver compassionate care were measured pre- and post-simulation using the Sinclair Compassion Questionnaire (SCQ), and qualitative data were collected during debrief. High baseline quantitative results suggest strong perceptions of baseline compassion competence, which may be a result of institutional commitment to compassionate care integration throughout the curriculum. Qualitative reflection suggests the simulation enhances student awareness of emotional regulation, self-care activities, and the role of compassionate communication in high-stress environments. Embedding compassion-focused interventions within simulation is a feasible strategy to integrate relational competencies into experiential learning to enhance patient safety and improve outcomes. Further research is needed to evaluate longitudinal outcomes and develop more robust measures of compassionate care competency in nursing education.