Objective: The study aimed to examine the relationship between compassion fatigue and moral sensitivity of intensive care nurses. Method: Permission was obtained from the ethics committee, institution, and nurses prior to the study. The population of the study consisted of all nurses working in a university hospital, and the sample consisted of 144 intensive care nurses who agreed to participate in the study. The data were collected through the Questionnaire, the Compassion Fatigue Scale, and the Moral Sensitivity Scale. The total score of the compassion fatigue scale ranges between 24 and 120, and a high score indicates a “high level of compassion”. The total score of the moral sensitivity scale, on the other hand, varies between 30-210, and as the score increases, moral sensitivity decreases. The obtained data were evaluated with Student t, One-Way Anova, Kruskal Wallis, Mann Whitney U, and correlation analysis. Results: It was found that 55.6% of the nurses had a bachelor’s degree, 44.4% had been working in the intensive care unit for 4-6 years, 39.6% had professional ethical dilemmas, and 44.6% of those who had ethical dilemmas could not solve this problem. Compassion fatigue and moral sensitivity scale mean scores were found to be 83.3 ± 6.7 and 125.4 ± 7.2, respectively, and there was a positive correlation between compassion fatigue and moral sensitivity mean scores ( p < 0.05). Conclusion: The mean score of the compassion fatigue and moral sensitivity scale of intensive care nurses was at a “moderate” level, and there was a positive correlation between the nurses' moral sensitivity scale and compassion fatigue scale scores. In line with these results, it can be suggested that the compassion fatigue and moral sensitivities of nurses especially those working in intensive care be evaluated in terms of resolving the ethical dilemmas they may experience in patient care, and these nurses be supported on these matters.

This study was conducted with randomized controlled and experimental design to examine the effect of breathing exercise on daytime sleepiness and fatigue on patients with obstructive sleep apnea syndrome. The first application was performed by teaching patients in the intervention group breathing exercises including diaphragmatic and pursed lip breathing via the face-to-face interview technique. Then, the researcher applied breathing exercises in the same patient group every morning/evening for 10–15 min and a total of 20–30 min for eight weeks via the online interview method. The data were collected via a questionnaire, Epworth sleepiness scale (ESS), and Piper Fatigue Scale (PFS). Chi-square, Student’s t, Mann Whitney U, paired sample t-test, analysis of variance (ANOVA) and generalized estimating equations were used to assess the data. It was determined that PFS total mean score of the intervention group which was 6.15 ± 1.65 before the application decreased to 5.34 ± 1.94 in the eighth week ( p > 0.05) and PFS total mean score of the control group which was 5.59 ± 1.76 before the application increased to 5.77 ± 1.81 in the eighth week ( p > 0.05). ESS total mean score of the intervention group which was 12.13 ± 4.34 at the baseline decreased to 9.13 ± 4.71 in the eighth week ( p > 0.05) and ESS total mean score of the control group which was 10.37 ± 2.77 at the baseline increased to 10.5 ± 2.85 in the eighth week ( p > 0.05). It was concluded that breathing exercise performed in the intervention group decreased the fatigue and daytime sleepiness mean scores of the patients at the end of the fourth and eighth week. In addition, the group-time interaction was significant, which was associated with the intervention group.

The evaluation of fatigue experienced by individuals with chronic diseases by nursing students and patients is very important in terms of improving the quality of care. The study was conducted in a descriptive cross-sectional manner between November and December 2022 with students in the nursing department of the Faculty of Health Sciences of a state university located in a province, and patients receiving treatment in the clinic with a diagnosis of chronic disease to which these students cared during their clinical practice. The study population consisted of all nursing students at the specified faculty and individuals diagnosed with chronic diseases hospitalized in relevant clinics, and the sample consisted of 221 students and 442 patients, in line with the power analysis. Necessary permissions were obtained from the institution, ethics committee, student nurses, and patients before the study. A questionnaire and visual analog scale for fatigue were used to collect the data. Scores that can be obtained from visual analog scale range between 0 and 10, and a high score indicates high fatigue. The average age of the student nurses was 20.28 ± 1.05 years and 83.7% practiced in internal clinics. 26.2% of the students thought that patients diagnosed with cancer experienced fatigue the most, and 35.3% stated that sleep should be supported as a nursing intervention to reduce patients’ fatigue. The average age of the individuals with chronic diseases was 53.44 ± 16.83 years, 53.8% were male, and 36.9% were primary school graduates. The mean fatigue score was found as 6.08 ± 2.06 according to patient evaluation and 5.95 ± 1.83 according to student nurses (p˃0.05). In addition, it was determined that patients who were female, single, illiterate, had a poor income, did not work, and did not smoke or drink alcohol experienced more severe fatigue (p˃0.05). It was determined that the average fatigue score of the patients cared for by student nurses was very close to the average fatigue score evaluated by the patients themselves. In this context, it is recommended that nursing students should evaluate the fatigue level of patients and support them with appropriate nursing interventions under the guidance of clinical nurses and instructors. Not applicable.

Nursing education has increasingly benefited from innovative teaching methods, such as simulation-based learning, to enhance engagement, satisfaction, and