“Teach for Dignity”: Longitudinal Evaluation of Training on Dignity-in-Care Relationships for Nursing Students

Background: Patient dignity is a critical component of health care; however, evidence suggests that it is often inadequately maintained, particularly among nursing students. Purpose: To assess the impact of a dignity-in-care training intervention on nursing students’ knowledge and explore how they apply it in their practice after graduation. Methods: This was a mixed-methods study involving second-year nursing students with interventions provided by a psycho-oncologist. Quantitative data were collected through pre- and post-training questionnaires on dignity, while qualitative data were obtained from focus groups and semi-structured interviews conducted 1 and 2 years after the training. The analysis included McNemar’s test for quantitative data and thematic analysis for qualitative results. Results: Sixty-four students completed the pre- and post-training assessments. Significant improvements were observed in emotional and psychosocial dignity-related domains; however, declines were noted in procedural domains. Conclusions: Future interventions should adopt a comprehensive approach, possibly co-led by nurses and psychologists, to uphold dignity in care.