AbstractAimsTo propose a policy framework for nursing education to foster compassion in nursing students.DesignA critical review.Data sourcesLiterature was searched in CINAHL, PubMed, Science Direct and Google Scholar and sources published from January 2008 ‐ April 2018 were reviewed.Review methodsWe screened abstracts and full‐texts using specific inclusion criteria, developed summary tables for data extraction and synthesized data logically to develop the framework.ResultsTwenty‐nine sources were reviewed. Recognizing, accepting, and alleviating patients’ suffering are direct indicators of compassionate care. Three policy directions were identified: ensure the nursing curriculum has an appropriate balance of teaching‐learning strategies that target learning in the affective domain, directly promote the use of reflection and the development of reflective thinking in students as an approach to enhance excellence in clinical practice and integrate information and assess students’ understanding and expression of compassion throughout the nursing curriculum.ConclusionCompassion is expressed when nurses authentically work to understand patients’ suffering and become sensitive to their
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