1
|
Levett-Jones T, Brogan E, Debono D, Goodhew M, Govind N, Pich J, River J, Smith J, Sheppard-Law S, Cant R. Use and effectiveness of the arts for enhancing healthcare students' empathy skills: A mixed methods systematic review. NURSE EDUCATION TODAY 2024; 138:106185. [PMID: 38555825 DOI: 10.1016/j.nedt.2024.106185] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/21/2023] [Revised: 03/10/2024] [Accepted: 03/21/2024] [Indexed: 04/02/2024]
Abstract
OBJECTIVE To identify, critically appraise and synthesise evidence of the use and effectiveness of the arts for enhancing pre-registration/prelicensure healthcare students' empathy skills. DESIGN A systematic review of mixed methods literature. DATA SOURCES A search of six electronic databases was conducted. REVIEW METHODS Articles describing English language, peer-reviewed, primary research studies reporting empathy as an outcome of an arts-based intervention with pre-registration/prelicensure healthcare students (years 1-7) and published between 2000 and 2024 were eligible for inclusion. The JBI Manual for Evidence Synthesis guided the review and a convergent segregated methodology was used to synthesise the results. Methodological rigour of included studies was examined using the Mixed Methods Appraisal Tool. RESULTS Twenty studies from 12 countries described the use of the arts to develop empathy, with visual arts being the most common approach (n = 8). Other modalities included film, drama, digital stories, literature, creative writing, music, poetry, photography and dance. Studies included nursing, medicine and dental, pharmacy and/or health sciences students. Ten studies used quantitative methods, three qualitative, and seven used mixed methods designs. Of the studies that presented pre-post outcome measures, nine reported significant gains in empathy scores at post-test and two reported non-significant gains in empathy. In eight studies, empathy scores demonstrated a significant intervention effect with effect sizes ranging from moderate (d = 0.52) to large (d = 1.19). Findings from qualitative studies revealed that arts pedagogies support students to better understand the perspectives of people with a lived experience of suffering but that these approaches are sometimes perceived negatively by students. CONCLUSIONS Arts interventions generally have a positive effect on healthcare students' empathy levels and enable a nuanced conceptual understanding of empathy. Arts modalities used as a stimulus for active learning and supported with facilitated group-based discussion and/or reflection, tend to be most effective.
Collapse
Affiliation(s)
| | | | | | | | | | | | - Jo River
- University of Technology Sydney and Northern Sydney Local Health District, Australia.
| | | | | | - Robyn Cant
- Federation University Australia, Australia.
| |
Collapse
|
2
|
Warshawsky NE, Assi MJ. Connecting the Health Care Workforce with the Patient Experience. Am J Nurs 2024; 124:55-60. [PMID: 38780342 DOI: 10.1097/01.naj.0001023980.20105.c8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/25/2024]
Abstract
This article is one in a series from Press Ganey-a health care performance improvement organization-that will discuss the many facets of the human experience in health care. Using the latest national data, the series will explore the intersections of safety, reliability, experience, and service, and their impact on engagement, work culture, and nurse-sensitive outcomes. Each installment will be designed as a "deep dive" into the most recent thinking and evidence-based approaches to improvement of the patient experience with a particular focus on practical and implementable tactics in each of the above subject areas.
Collapse
Affiliation(s)
- Nora E Warshawsky
- Nora E. Warshawsky is nurse scientist and Mary Jo Assi is associate chief nursing officer, both at Press Ganey in Chicago. Contact author: Nora E. Warshawsky, . The authors have disclosed no potential conflicts of interest, financial or otherwise
| | | |
Collapse
|
3
|
Mainwaring JM, Jankowsky J, Nixon K, Ryan M, Savin M. Using a Cognitive Aid to Improve Confidence in Counseling Regarding Current Anesthesia-Related Breastfeeding Recommendations. J Perianesth Nurs 2024:S1089-9472(23)01052-3. [PMID: 38430077 DOI: 10.1016/j.jopan.2023.11.008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/10/2023] [Revised: 11/01/2023] [Accepted: 11/11/2023] [Indexed: 03/03/2024]
Abstract
PURPOSE Although most anesthetic drugs are classified as compatible with breastfeeding, literature shows that anesthesia providers routinely advise patients to discard milk when receiving all types of anesthesia. The purpose of this project was to determine if a multimodal educational module and cognitive aid improved student registered nurse anesthetists' knowledge and confidence to counsel lactating patients on current anesthesia-related recommendations. DESIGN This project used a pre-experimental one-group, pretest and post-test design. METHODS Preintervention and postintervention surveys measured knowledge and confidence to counsel lactating patients scheduled to receive anesthesia. FINDINGS Significant improvement in knowledge and confidence after the intervention were noted. CONCLUSIONS A multimodal educational session and cognitive aid improved student registered nurse anesthetists' knowledge about current anesthesia-related breastfeeding recommendations and their confidence in counseling these patients. Wider use of this educational module with the cognitive aid has the potential to positively impact breastfeeding patients and their children.
Collapse
Affiliation(s)
- Jacqueline M Mainwaring
- Jefferson College of Nursing, Thomas Jefferson University, Philadelphia, PA; Anesthesia Services, P.A., Newark, DE.
| | | | - Kathleen Nixon
- Jefferson College of Nursing, Thomas Jefferson University, Philadelphia, PA
| | - Meghan Ryan
- Jersey Shore Anesthesia Associates, P.A., Neptune, NJ
| | - Michele Savin
- Jefferson College of Nursing, Thomas Jefferson University, Philadelphia, PA; Nemours Children's Hospital, Delaware, Neonatology, Wilmington, DE
| |
Collapse
|
4
|
Aguilar-Ferrándiz ME, Toledano-Moreno S, Casas-Barragán A, Albornoz-Cabello M, Tapia-Haro RM, Correa-Rodríguez M. Implementation of a coaching training for enhancing empathy and emotional intelligence skills in health science students: a prospective study. BMC MEDICAL EDUCATION 2024; 24:76. [PMID: 38254094 PMCID: PMC10801972 DOI: 10.1186/s12909-024-05076-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/20/2023] [Accepted: 01/19/2024] [Indexed: 01/24/2024]
Abstract
BACKGROUND Empathy and emotional intelligence are core competencies in the educational curriculum of health science students, both play a significant role in teamwork relationships and in attention patient's cares; so innovative strategies to enhance these emotional skills are required. We prospectively tested an academic coaching program for improving empathy and emotional intelligence in students of health sciences degrees. METHODS A prospectively single arm intervention study was performed in undergraduate students of nursing, physiotherapy and occupational therapy of the Faculty of Health Sciences from the University of Granada (Spain). The three groups of students participated in nine sessions of coaching, which included a training program to manage patient's priorities and communication, adherence to treatment, motivation and satisfaction. Survey data included the Cognitive and Affective Empathy Test (TECA), the Trait Meta-Mood Scale (TMMS-24) and the Interpersonal Reactivity Index (IRI) which were assessed at baseline and post-intervention. RESULTS A total of 93 students of 259 (mean age of 21.6 ± 3.2 years) participated in the study and completed the sessions of coaching/surveys. After the intervention, we observed an improvement in the cognitive dimension of empathy among nursing students (p = 0.035) and in the affective dimension of empathy in physiotherapy students (p = 0.044). In addition, an increase on perceived emotional intelligence among students was achieved only in nursing/physiotherapy groups (p ≤ 0.048). Finally, slight improvements were founded in the dimensions "Perspective-Taking" and "Personal Distress" of the occupational therapy group (p ≤ 0.031). No significant differences were found for the rest of variables of TECA (p ≥ 0.052), TMMS-24 (p ≥ 0.06) and IRI (p ≥ 0.12). CONCLUSIONS This study shows that an academic coaching intervention with students from health sciences degrees improves their empathy skills and self-perceived emotional intelligence. The current findings can be used to determine more effective approaches to implementing academic coaching interventions based in better designs as clinical trial studies.
Collapse
Affiliation(s)
- María Encarnación Aguilar-Ferrándiz
- Department of Physical Therapy, Faculty of Health Sciences, University of Granada (UGR), Instituto de Investigación Biosanitaria ibs.GRANADA. Granada, Ave. de la Ilustración, 60, 18071, Granada, Spain
| | - Sonia Toledano-Moreno
- Department of Physical Therapy, Faculty of Health Sciences, University of Granada (UGR), Instituto de Investigación Biosanitaria ibs.GRANADA. Granada, Ave. de la Ilustración, 60, 18071, Granada, Spain
| | - Antonio Casas-Barragán
- Department of Physical Therapy, Faculty of Health Sciences, University of Granada (UGR), Instituto de Investigación Biosanitaria ibs.GRANADA. Granada, Ave. de la Ilustración, 60, 18071, Granada, Spain
| | - Manuel Albornoz-Cabello
- Department of Physical Therapy, Faculty of Nursing Physiotherapy and Podiatry, University of Sevilla (US), Sevilla, Spain
| | - Rosa María Tapia-Haro
- Department of Physical Therapy, Faculty of Health Sciences, University of Granada (UGR), Instituto de Investigación Biosanitaria ibs.GRANADA. Granada, Ave. de la Ilustración, 60, 18071, Granada, Spain.
| | - María Correa-Rodríguez
- Department of Nursing, Faculty of Health Sciences, University of Granada (UGR), Instituto de Investigación Biosanitaria ibs.GRANADA, Granada, Spain
| |
Collapse
|
5
|
Lien RY, Cheng CG, Hung SH, Wang CY, Lin HC, Lu SF, Chin SI, Kuo YW, Liu CW, Yung MC, Cheng CA. The Effect of the Knowledge, Skills, and Attitudes from Nurse Training Using In Situ Simulation in an Intensive Care Unit. Healthcare (Basel) 2023; 11:2851. [PMID: 37957996 PMCID: PMC10649282 DOI: 10.3390/healthcare11212851] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2023] [Revised: 10/17/2023] [Accepted: 10/20/2023] [Indexed: 11/15/2023] Open
Abstract
BACKGROUND In situ simulation is the practice of using simulated scenarios to improve skill implementation, train critical thinking and problem-solving abilities, and enhance self-efficacy. This study aimed to enhance nursing knowledge, skills, and attitudes toward clinical work by applying in situ simulation training to improve the healthcare of critically ill patients. METHODS This study was conducted from a medical center in northern Taiwan and included 86 trainees who received intensive care training courses from 1 June 2017 to 31 May 2019. The self-report knowledge assessment, empathetic self-efficacy scale, skill assessment, and attitudes of instructors before and after training were collected. The statistical analysis used the Wilcoxon test for knowledge and attitudes, and chi-square tests were used for skills to evaluate the learning effect. RESULTS The results showed a statistically significant improvement in knowledge, skills, attitudes, and empathy in nursing care. CONCLUSIONS In situ simulation learning can be an accepted method for nursing skills in the intensive care unit. Through this study, we understood that the in situ simulation method was beneficial to nurses' care and care thinking processes. It is worth developing and evaluating integrated simulation education to enhance learning, change behavior, and promote holistic care in the nursing field.
Collapse
Affiliation(s)
- Ru-Yu Lien
- Department of Nursing, Taipei Veterans General Hospital, Taipei 112201, Taiwan
- School of Nursing, National Yang Ming Chiao Tung University, Taipei 112304, Taiwan
| | - Chun-Gu Cheng
- Department of Emergency Medicine, Taoyuan Armed Forces General Hospital, Taoyuan 32549, Taiwan
- Department of Emergency Medicine, Tri-Service General Hospital, National Defense Medical Center, Taipei 11490, Taiwan
- Department of Emergency, Wan Fang Hospital, Taipei Medical University, Taipei 11696, Taiwan
- Department of Exercise and Health Sciences, University of Taipei, Taipei 111036, Taiwan
| | - Shih-Hsin Hung
- Department of Nursing, Taipei Veterans General Hospital, Taipei 112201, Taiwan
- School of Nursing, National Yang Ming Chiao Tung University, Taipei 112304, Taiwan
- Department of Nursing, Chang Jung Christian University, Tainan 711301, Taiwan
| | - Chien-Ying Wang
- Department of Exercise and Health Sciences, University of Taipei, Taipei 111036, Taiwan
- School of Medicine, National Yang Ming Chiao Tung University, Taipei 112304, Taiwan
- Department of Critical Care Medicine, Taipei Veterans General Hospital, Taipei 112201, Taiwan
- Division of Trauma, Department of Emergency Medicine, Taipei Veterans General Hospital, Taipei 112201, Taiwan
| | - Hui-Chen Lin
- School of Nursing, College of Nursing, Taipei Medical University, Taipei 11031, Taiwan
| | - Shu-Fen Lu
- Department of Nursing, Taipei Veterans General Hospital, Taipei 112201, Taiwan
- School of Nursing, National Yang Ming Chiao Tung University, Taipei 112304, Taiwan
| | - Shu-I Chin
- Department of Nursing, Taipei Veterans General Hospital, Taipei 112201, Taiwan
| | - Yi-Wen Kuo
- Department of Nursing, Taipei Veterans General Hospital, Taipei 112201, Taiwan
| | - Chia-Wen Liu
- Department of Nursing, Taipei Veterans General Hospital, Taipei 112201, Taiwan
| | - Ming-Chi Yung
- Department of Cardiovascular Surgery, Taiwan Adventist Hospital, Taipei 10556, Taiwan
| | - Chun-An Cheng
- Department of Exercise and Health Sciences, University of Taipei, Taipei 111036, Taiwan
- Department of Neurology, Tri-Service General Hospital, National Defense Medical Center, Taipei 11490, Taiwan
| |
Collapse
|
6
|
Assi MJ, Guney S. Understanding the Patient's Perspective on Nursing Excellence: Insights From Patient Experience Data. J Nurs Adm 2023; 53:508-514. [PMID: 37747173 DOI: 10.1097/nna.0000000000001326] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/26/2023]
Abstract
This performance improvement project leverages patient experience data to better understand patient preferences and values with respect to care from nurses. Through the analysis of both quantitative and qualitative data collected in patient experience surveys, the authors explore the concept of nursing excellence from the patient's perspective and discuss practical approaches, based on the Compassionate Connected Care model, to achieve desired improvement goals for nursing.
Collapse
Affiliation(s)
- Mary Jo Assi
- Author Affiliations: Associate Chief Nursing Officer (Dr Assi) and Vice President of Language Analytics (Dr Guney), Press Ganey, South Bend, Indiana
| | | |
Collapse
|
7
|
Roberts ML, Kaur T. Effect of Storytelling and Empathy Training to Support Affective Learning in Undergraduate Nursing Students. Nurse Educ 2023; 48:260-264. [PMID: 37074957 DOI: 10.1097/nne.0000000000001419] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/20/2023]
Abstract
BACKGROUND Empathy is a desired characteristic in nurses, but its development is often overlooked in nursing simulation. PURPOSE This study evaluated the effect of a storytelling and empathy training intervention to enhance empathy development in simulation-based learning. METHODS A quasi-experimental control group design was used to evaluate differences in self-perceived and observed empathy in undergraduate nursing students (N = 71). Relationships between self-perceived and observed empathy were also assessed. RESULTS Repeated-measures analysis of variance revealed a statistically significant increase in self-perceived empathy, and higher, but nonstatistically significant differences in observed empathy for subjects in the treatment condition. No relationship between self-perceived and observed empathy was observed. CONCLUSIONS Storytelling and empathy training may augment simulation-based learning experiences to promote empathy development in undergraduate nursing students.
Collapse
Affiliation(s)
- Michele Livich Roberts
- Assistant Professor (Dr Roberts), School of Nursing, Rutgers University, Newark, New Jersey; and Endowed Assistant Professor (Dr Kaur), College of Nursing, Villanova University, Villanova, Pennsylvania
| | | |
Collapse
|
8
|
Robinson R, Meluski K, Hellem T, Hedwig T, Hansen N, Adams J, Nies M, Salazar K. Rapid Scoping Review: Empathy in Health Sciences Curriculum. Healthcare (Basel) 2023; 11:healthcare11101429. [PMID: 37239715 DOI: 10.3390/healthcare11101429] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/09/2023] [Revised: 04/19/2023] [Accepted: 05/05/2023] [Indexed: 05/28/2023] Open
Abstract
Empathy, the process of coming to know, understand, and care for another person, is a skill that can be learned; however, there is not a shared definition of empathy or understanding of how to operationalize empathy into practice. Healthcare worker empathy has been shown to have a beneficial effect on both patient health outcomes and the emotional wellness of healthcare workers. Empathic care is associated with more efficient, cost-effective, improved healthcare, and increased provider trust. The purpose of this rapid scoping review is to identify, compare, and contrast empathy training offered to select healthcare professional students (e.g., nurses, nurse practitioners, and pharmacists) as part of the general curriculum or as an elective. We utilized a rapid scoping review approach to identify potentially relevant peer-reviewed articles and studies for inclusion. Six electronic databases were searched, including: MEDLINE; EMBASE; PUBMed; CINAHL; EBSCOHOST; and ERIC, covering the past 10 years. A total of 4977 citations, 3480 abstracts, and 428 papers were screened. Fifty studies fulfilled the eligibility criteria. Of those, 21 primarily non-randomized experimental studies published between 2012 and 2021 were included in the final review. Over 80 percent of the training took place in the classroom setting and utilized active learning strategies. There is little consensus on how to best train future healthcare providers to provide empathic care to patients.
Collapse
Affiliation(s)
- Renee Robinson
- College of Pharmacy, Idaho State University, Anchorage, AK 99508, USA
| | - Kelleen Meluski
- College of Pharmacy, University of New Mexico, Albuquerque, NM 87131, USA
| | - Tracy Hellem
- Mark and Robyn Jones College of Nursing, Montana State University, Missoula, MT 59717, USA
| | - Travis Hedwig
- College of Health, University of Alaska, Anchorage, AK 99508, USA
| | - Natalie Hansen
- College of Pharmacy, Idaho State University, Meridian, ID 83642, USA
| | - Jennifer Adams
- College of Pharmacy, Idaho State University, Meridian, ID 83642, USA
| | - Mary Nies
- College of Health, Idaho State University, Pocatello, ID 83209, USA
| | - Krista Salazar
- College of Pharmacy, University of New Mexico, Albuquerque, NM 87131, USA
| |
Collapse
|
9
|
Jankowsky J, Nixon K, Ryan M, Mainwaring J, Savin M. Best Practices for the Care of Breastfeeding Patients Requiring Local or General Anesthesia. Nurs Womens Health 2023; 27:231-236. [PMID: 37116542 DOI: 10.1016/j.nwh.2023.03.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/25/2023] [Revised: 03/16/2023] [Accepted: 03/25/2023] [Indexed: 04/30/2023]
Abstract
The care of breastfeeding patients who require anesthesia presents unique challenges; therefore, caregivers must be knowledgeable regarding drugs' pharmacodynamic and pharmacokinetic profiles to ensure the safety of the breastfed infant. Although most anesthetic drugs are compatible with breastfeeding, health care providers continue to advise patients to "pump and dump." This advice can lead to undesirable outcomes, including interruption or cessation of breastfeeding, creating possible physical and psychological challenges for parents and their neonates. This article outlines best practices for the care of breastfeeding patients receiving anesthesia.
Collapse
|
10
|
Junça Silva A, Almeida N. Can engagement and performance be improved through online training on emotional intelligence? A quasi-experimental approach. INTERNATIONAL JOURNAL OF EDUCATIONAL MANAGEMENT 2023. [DOI: 10.1108/ijem-03-2022-0092] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 03/08/2023]
Abstract
PurposeOnline learning is an effective training strategy to help students, as one of the success factors is academic engagement. Therefore, the use of online training courses to influence academic engagement and performance in emotional intelligence learning experiences is worthy of investigation. This study explores the influence of emotional intelligence as an online training course and its impact on academic engagement and learning outcomes–performance.Design/methodology/approachThe authors used a quasi-experimental study with two groups of participants who were randomly assigned (experimental e control) and with pretest–posttest measurements of the online training. The emotional intelligence online training (for the experimental group) was conducted during a single semester, with eight hours of training. The methodology of reflective, role-playing, case study and group work was followed. Measurements of student academic engagement and emotional intelligence were collected before (one week before the training) and after the intervention (on the last training session). Performance was measured after the intervention.FindingsThe mean scores improved for all the variables, with the differences being statistically significant. The students assessed their learning positively. The results also showed that emotional intelligence was positively related to academic engagement but not to performance. This means that emotional intelligence training was effective in increasing the academic engagement of university students.Practical implicationsThe results are promising in terms of the students retaining the competencies acquired. Therefore, this type of online training is recommended for the emotional intelligence and academic engagement of future human resources professionals. Moreover, according to the results, it would be possible to use emotional intelligence training programs in schools, besides other programs, to promote the academic engagement and performance of students.Originality/valueThe design of the study provides evidence that is an added value for higher education institutions.
Collapse
|
11
|
Wong AKC, Hung TTM, Bayuo J, Wong FKY. The development and implementation of a blended video watching and peer learning model for master's nursing students: a quasi-experimental study. BMC Nurs 2023; 22:62. [PMID: 36879268 PMCID: PMC9988596 DOI: 10.1186/s12912-023-01204-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/12/2022] [Accepted: 02/10/2023] [Indexed: 03/08/2023] Open
Abstract
BACKGROUND With today's complex needs of the population and high demands in quality of care, there will be a continuing need for expanding role of nurses to assume more responsibilities in healthcare. Newly graduated nurses, who possess the competence to function as Registered Nurses, will soon recognize that lecture-based, passive delivery of content is not sufficient to deal with the complex healthcare environment. AIM This study aimed to compare the effects of a blended video watching and peer learning program and the usual lecture-based program on the levels of satisfaction and self-confidence in learning, perceptions of peer learning, and academic performance of students enrolled in a master's nursing program. METHODS A quasi-experimental study was conducted. The program was offered to Master of Science in Nursing students during Spring 2021 (intervention group, n = 46), while the usual face-to-face lectures and tutorial classes were provided to students enrolled during Fall 2020 (control group, n = 46). RESULTS There was a statistically significant increase in satisfaction, self-confidence in learning, and academic performance in the intervention group after learning in a blended video-watching and peer learning mode. CONCLUSION This study fills a knowledge gap to meet the learning needs of time-conscious, part-time students working full time in hospitals.
Collapse
Affiliation(s)
- Arkers Kwan Ching Wong
- School of Nursing, The Hong Kong Polytechnic University, 1 Cheong Wan Road City, Hung Hom, Hong Kong.
| | - Tommy Tsz Man Hung
- School of Nursing, The Hong Kong Polytechnic University, 1 Cheong Wan Road City, Hung Hom, Hong Kong
| | - Jonathan Bayuo
- School of Nursing, The Hong Kong Polytechnic University, 1 Cheong Wan Road City, Hung Hom, Hong Kong
| | - Frances Kam Yuet Wong
- School of Nursing, The Hong Kong Polytechnic University, 1 Cheong Wan Road City, Hung Hom, Hong Kong
| |
Collapse
|
12
|
Sharafkhani R, Nukpezah RN, Lathabhavan R, Kallmen H, Fournier A, Hosseini Marznaki Z. Factors that affect levels of alexithymia, empathy and communication skills of nursing students in northern Iran. Nurs Open 2023; 10:3936-3945. [PMID: 36808820 PMCID: PMC10170927 DOI: 10.1002/nop2.1652] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2022] [Revised: 12/03/2022] [Accepted: 02/04/2023] [Indexed: 02/23/2023] Open
Abstract
AIM The inability of nurses to express their own emotions, understand others' emotions and show empathy could result in communication gaps that could affect patient care outcomes. This study investigates the factors associated with the levels of alexithymia, empathy and communication skills among nursing students. DESIGN A survey was conducted among 365 nursing students, and data were collected using an online questionnaire. METHODS Data analyses were done using SPSS software version 22. RESULTS There was a significant positive association between age and empathy and a negative association between the number of times a nurse took the entrance exam. The level of education and interest in nursing correlate with communication skills. All the predictor variables of alexithymia in this current study were not significant. Emphasis should be placed on improving nursing students' empathy and communication skills. Student nurses should be taught how to recognize and express their emotions. To assess their mental health, they must be screened regularly.
Collapse
Affiliation(s)
- Rahim Sharafkhani
- Department of Public health, Khoy University of Medical Sciences, Khoy, Iran
| | - Ruth Nimota Nukpezah
- Department of General Nursing, School of Nursing and Midwifery, University for Development Studies, Tamale, Ghana
| | | | - Hakan Kallmen
- Department of Clinical Neuroscience, STAD, Centre for Psychiatry Research, Karolinska Institutet & Stockholm Health Care Services, Stockholm, Sweden
| | | | | |
Collapse
|
13
|
Huang SM, Fang SC, Lee SY, Yu PJ, Chen CJ, Lin YS. Effects of video-recorded role-play and guided reflection on nursing student empathy, caring behavior and competence: A two-group pretest-posttest study. Nurse Educ Pract 2023; 67:103560. [PMID: 36731259 DOI: 10.1016/j.nepr.2023.103560] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/03/2022] [Revised: 12/12/2022] [Accepted: 12/20/2022] [Indexed: 01/24/2023]
Abstract
AIM The study examined the differences in nursing student empathy, caring behavior and competence between the experimental and control groups before and after educational intervention and to predict the factors affecting their core competencies. BACKGROUND Educating nursing students in empathy and caring behaviors before entering clinical practice is challenging. DESIGN We used a two-group pretest and post-test quasi-experimental design. METHODS First-year nursing students from medical schools in Taiwan participated in our study. Data were collected between March and May 2022. The learning method used with the intervention group was role-playing with videos and guided reflection. The control group was exposed to traditional curriculum. Empathy, caring behavior and competence were measured using the Jefferson Scale of Empathy- Healthcare Providers, the Caring Behaviors Scale and the Nursing Student Competence Scale. RESULT A total of 72 participants (40 in the experimental group and 32 in the control group) were included in the final statistical analysis. The response rate was 92%. Statistically significant differences in nursing student empathy, caring behavior and competence were observed between the experimental and control groups (p < .05). The η2 effect levels were 0.083, 0.223 and 0.270. Higher caring behavior scores were significantly associated with higher nursing student competence scores (β = 0.81, 95% CI:0.66-0.97). CONCLUSIONS Education based on video role-play and guided reflection improved empathy, caring behavior and nursing competence in first-year nursing students.
Collapse
Affiliation(s)
- Sheng-Miauh Huang
- Department of Nursing, MacKay Medical College, New Taipei City, Taiwan.
| | - Su-Chen Fang
- Department of Nursing, MacKay Medical College, New Taipei City, Taiwan.
| | - Szu-Ying Lee
- Department of Nursing, MacKay Medical College, New Taipei City, Taiwan.
| | - Pei-Jung Yu
- Department of Nursing, MacKay Medical College, New Taipei City, Taiwan.
| | - Chen-Jung Chen
- Department of Nursing, MacKay Medical College, New Taipei City, Taiwan.
| | - Yan-Si Lin
- Department of Nursing, MacKay Medical College, New Taipei City, Taiwan.
| |
Collapse
|
14
|
Pades Jiménez A, García-Buades ME, Riquelme I. Development of emotional intelligence and assertiveness in physiotherapy students and effects of clinical placements. Physiother Theory Pract 2023; 39:72-79. [PMID: 34927528 DOI: 10.1080/09593985.2021.2005200] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/16/2022]
Abstract
BACKGROUND Emotional intelligence (EI) and assertiveness are key abilities for physiotherapists. Clinical placements seem to affect students' development of EI and assertiveness, and their construction of the professional role. PURPOSE This study aims to compare the EI of physiotherapy students with students from other health professions and explore the evolution of EI and assertiveness in physiotherapy students throughout their university education, focusing on the influence of clinical practice. METHOD Students (N = 753) completed a self-administered questionnaire to measure emotional intelligence (TMMS 24), assertiveness (CSES), and sociodemographic variables. RESULTS EI levels were adequate and very similar across the three disciplines. Regarding assertiveness, physiotherapy students in year 4 obtained significantly higher levels than students in years 1, 2, and 3. Significant correlations (rs (207) = 0.35, p < .001) were found between assertiveness and the number of modules of clinical practice. CONCLUSION This study contributes with further evidence on the improvement of assertiveness in physiotherapy students through their university education and, in particular, with clinical placements. Practical implications highlight the importance of training in EI and assertiveness during university, coupled with clinical placements, in order to prepare for an effective and satisfactory professional life.
Collapse
Affiliation(s)
- Antonia Pades Jiménez
- Department of Nursing and Physiotherapy, Universitat de Les Illes Balears, Palma de Mallorca, Spain
| | | | - Inmaculada Riquelme
- Department of Nursing and Physiotherapy, Universitat de Les Illes Balears, Palma de Mallorca, Spain.,University Institute of Health Sciences Research (IUNICS-IDISBA), Universitat de les Illes Balears, Palma de Mallorca, Spain
| |
Collapse
|
15
|
Wang L, Li H, Chen Q, Fang C, Cao L, Zhu L. Mediating effect of workplace violence on the relationship between empathy and professional identity among nursing students. Front Psychol 2022; 13:964952. [PMID: 36578675 PMCID: PMC9791219 DOI: 10.3389/fpsyg.2022.964952] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/16/2022] [Accepted: 11/22/2022] [Indexed: 12/14/2022] Open
Abstract
Background Studies have reported that empathy had a positive effect on professional identity (PI) in nursing students. However, little was known about the mechanism underlying this relationship between empathy and professional identity in nursing students. Objective The purpose of this study was to analyze in depth the mediating effect of workplace violence (WVP) between empathy and professional identity in nursing students. Methods A total of 405 nursing students participated and were investigated using the Chinese version of the Jefferson Scale of Empathy-Health Professional (JSE-HP), the scale of professional identity about nursing students, and the workplace violence Incident Survey in this study. Hierarchical regression was used to analyze the mediating effect of workplace violence on the relationship between empathy and professional identity among nursing students. Results The score of nursing students' professional identity was 103.69 ± 17.79. Workplace violence had a significant negative correlation with empathy (r = -0.449, P < 0.001) and professional identity (r = -0.330, P < 0.001). Workplace violence accounted for 14.59% of the total mediating effect on the relationship between empathy and professional identity for nursing students. Conclusions In this study, the level of professional identity of nursing students was low. Workplace violence had a partially significantly mediating effect on the relationship between empathy and professional identity. Maybe, it was suggested that nursing students' professional identity might be improved and driven by a decrease in workplace violence. Targeted interventions at reducing nursing students' workplace violence should be developed and implemented. In addition, nursing managers and educators should be aware of the importance of empathy and improve professional identity in nursing students.
Collapse
Affiliation(s)
- Liping Wang
- Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital of Central South University, Changsha, China,Department of Kidney Transplantation, The Second Xiangya Hospital of Central South University, Changsha, China
| | - Haiyang Li
- Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital of Central South University, Changsha, China
| | - Qiongni Chen
- Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital of Central South University, Changsha, China
| | - Chunhua Fang
- Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital of Central South University, Changsha, China,Department of Kidney Transplantation, The Second Xiangya Hospital of Central South University, Changsha, China
| | - Lifang Cao
- Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital of Central South University, Changsha, China,Department of Cardiology, The Second Xiangya Hospital of Central South University, Changsha, China
| | - Li Zhu
- Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital of Central South University, Changsha, China,Department of Cardiology, The Second Xiangya Hospital of Central South University, Changsha, China,*Correspondence: Li Zhu
| |
Collapse
|
16
|
Durkin M, Gurbutt R, Carson J. Effectiveness of an online short compassion strengths course on nursing students compassion: A mixed methods non-randomised pilot study. NURSE EDUCATION TODAY 2022; 111:105315. [PMID: 35290862 DOI: 10.1016/j.nedt.2022.105315] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/11/2021] [Revised: 02/16/2022] [Accepted: 02/22/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Although student nurses are expected to demonstrate and show understanding of compassion in their learning and practice, literature suggests that this is not always the case. To address this, nursing students need to be introduced to the value and behaviours of compassion during their education. OBJECTIVES To evaluate the effectiveness of an online course to help nursing students develop their strengths and further validate the Bolton Compassion Strengths Indicators. DESIGN A pre-and post-mixed methods non-randomised pilot study. SETTING A university in the north west of England. PARTICIPANTS A sample of first year undergraduate nursing students (67), in two groups, with 33 in the online control and 34 in the on-site group. METHODS Both groups took part in the Short Compassion Strengths Course (SCSC). The online group took the course in their own time over a 3-week period, while the on-site group completed the course during their time at University. In both groups baseline assessments were carried out using the Bolton Compassion Strengths Indicator (BCSI). Post-test data were collected 3 weeks after in the online group and immediately after in the on-site group, for the BCSI and reflective accounts. Data were analysed using ANOVA in SPSS27. RESULTS The online group did not complete the course but filled out the questionnaires. The on-site group had significantly higher scores on all indicators but self-care and engagement. CONCLUSIONS The SCSC is an effective course for teaching and developing compassion strengths when delivered on-site. This paper adds further validity for the BCSI.
Collapse
Affiliation(s)
- Mark Durkin
- Department of Psychology and Therapeutic Studies, Leeds Trinity University, Leeds, England, United Kingdom.
| | - Russell Gurbutt
- Faculty of Health and Wellbeing, University of Bolton, Bolton, England, United Kingdom.
| | - Jerome Carson
- Faculty of Professional Studies, University of Bolton, Bolton, England, United Kingdom.
| |
Collapse
|
17
|
Dağ GS, Caglayan Payas S, Dürüst Sakallı G, Yıldız K. Evaluating the relationship between empathy, pain knowledge and attitudes among nursing students. NURSE EDUCATION TODAY 2022; 111:105314. [PMID: 35272181 DOI: 10.1016/j.nedt.2022.105314] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/27/2021] [Revised: 02/18/2022] [Accepted: 02/22/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND It is essential for nurses to manage pain effectively. Nurses start to learn about pain while still students. Pain assessment is more effective with knowledge of pain, positive attitude, and empathy. Nurse educators should evaluate nursing students' knowledge and attitudes toward pain management and their relationship with empathy and should revise the curriculum accordingly. No published studies have been found to date where the relationship between nursing students' knowledge and attitudes toward pain and empathy has been investigated. OBJECTIVES This aim of this study was to determine the factors affecting pain knowledge and attitudes of nursing students, and to evaluate the relationship between students level of empathy and pain knowledge and attitudes. DESIGN This study was a quantitative, descriptive-correlation design. SETTINGS AND PARTICIPANTS The study population was 150 students who were studying in the third and senior grades a nursing department in North Cyprus. The sample included 133 nursing students. METHODS Data were collected with the 'Student Descriptive Information Form', 'Knowledge and Attitude about Pain' questionnaire, and the "Basic Empathy Scale" (BES). The data were evaluated with descriptive analysis, nonparametric tests, and correlation analysis by using SPSS 20.0 program. RESULTS Mean affective and cognitive empathy scores were 30.16 (SD = 4.42) and 29.29 (SD = 2.65), respectively, and the mean score obtained from the Nurses' Knowledge and Attitudes Survey Regarding Pain was 13.50 (SD = 3.22). Furthermore, 91% of the participants stated that the patient is the most accurate judge of the intensity of pain, but only 1.5% of them responded correctly to questions on pharmacological methods of pain therapy. A weakly positive correlation was found between cognitive (r = 0.100, p = 0.252) and affective (r = 0.013, p = 0.881) empathy levels and pain knowledge and attitudes; nevertheless, this was not statistically significant (p > 0.05). CONCLUSIONS The study results indicate that curricula regarding pain management should improve the knowledge and attitudes of nursing students toward pain management. Seminars and practical training about how to use empathy in pain management should be planned and clinical practice should be scheduled more frequently.
Collapse
Affiliation(s)
- Gülten Sucu Dağ
- Nursing Department, Faculty of Health Sciences, Eastern Mediterranean University, Famagusta, North Cyprus, Turkey.
| | - Serpil Caglayan Payas
- Nursing Department, Faculty of Health Sciences, Eastern Mediterranean University, Famagusta, North Cyprus, Turkey.
| | - Gülcan Dürüst Sakallı
- Nursing Department, Faculty of Health Sciences, Eastern Mediterranean University, Famagusta, North Cyprus, Turkey.
| | - Kerem Yıldız
- Nursing Department, Faculty of Health Sciences, Eastern Mediterranean University, Famagusta, North Cyprus, Turkey.
| |
Collapse
|
18
|
Paulus CM, Meinken S. The effectiveness of empathy training in health care: a meta-analysis of training content and methods. INTERNATIONAL JOURNAL OF MEDICAL EDUCATION 2022; 13:1-9. [PMID: 35092671 PMCID: PMC8995011 DOI: 10.5116/ijme.61d4.4216] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/17/2021] [Accepted: 01/04/2022] [Indexed: 06/01/2023]
Abstract
OBJECTIVES The meta-analysis examined the question of whether empathy training is effective in health care and whether specific training content and methods can be found to account for its effectiveness. METHODS We included 13 out of 50 studies (total N = 1315) that fulfilled the search criteria. R version 4.0.5 with the esc, meta, metafor, and dmetar packages and SPSS28 were used to conduct the meta-analysis based on the random-effects model. The effect sizes were calculated using Hedge`s g, and heterogeneity was tested using Cochran's Q. In addition, the multicollinearity of the moderators was checked. RESULTS The overall effect size (Hedge´s g = 0.58, s = 0.10, p = 0.00) indicated a moderate effect of empathy training. There was a significant heterogeneity (I2 = 76.9%, Q = 84.82, p=0.00), thus we examined whether individual training methods have influenced effect sizes, which could not be confirmed (F (8,4) = 0.98, p = 0.55). The same applied to the training contents (F (6,6) = 0.27, p = 0.93). CONCLUSIONS The present study showed that empathy training could be effective. This confirmed previous findings and supported the use of such training. However, according to our results, no significant moderators could be found, i.e., the training contents or methods did not contribute to the effect sizes. For meaningful findings, a comparison of different training components should definitely be made, and it should be investigated whether empathy training spread over a period of time is more effective and sustainable than one-time training.
Collapse
Affiliation(s)
- Christoph M. Paulus
- Faculty of Empirical Human Sciences and Economics, Saarland University, Germany
| | - Saskia Meinken
- Faculty of Empirical Human Sciences and Economics, Saarland University, Germany
| |
Collapse
|
19
|
Zölzer F, Zölzer N. The role of empathy in ethics of radiological protection. JOURNAL OF RADIOLOGICAL PROTECTION : OFFICIAL JOURNAL OF THE SOCIETY FOR RADIOLOGICAL PROTECTION 2022; 42:014002. [PMID: 34818639 DOI: 10.1088/1361-6498/ac3ccb] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/07/2021] [Accepted: 11/24/2021] [Indexed: 06/13/2023]
Abstract
Radiological protection is often considered a matter of scientific and technological facts only, not of value judgements. This perception is now gradually changing, especially with ICRP Publication 138, which addressed the ethical foundation of the system of radiological protection. It identified values which have guided the Commission's recommendations over the decades, but have not always been made explicit. Four core values are discussed (beneficence/non-maleficence, prudence, justice, dignity) as well as three procedural values (accountability, transparency, inclusivity). The latter are considered critical to the practical implementation of the system of radiological protection. Here we are exploring empathy as a procedural values complementing the three identified in ICRP Publication 138. Empathy can be defined as the 'capability (or disposition) to immerse oneself in and to reflect upon the experiences, perspectives and contexts of others'. It is often understood as a skill that one either has or has not, but research has shown it can be taught and therefore can be required as an attitude of those working in health care, education, design, and technology. We suggest it is an essential prerequisite to the assessment and management of any radiological situation and the health problems accruing from it. The concerns of people affected, their needs and wishes need to be taken seriously from the very beginning of any decision-making process. Even if they are considered unfounded and exaggerated, the insights they provide will be valuable for the understanding of the overall situation. Without empathy, our practice of beneficence and non-maleficence as well as solidarity would be oddly limited.
Collapse
Affiliation(s)
- Friedo Zölzer
- Institute of Radiology, Toxicology, and Civil Protection, Faculty of Health and Social Sciences, University of South Bohemia in České Budějovice, Czech Republic
| | | |
Collapse
|
20
|
Öztürk A, Kaçan H. Compassionate communication levels of nursing students: Predictive role of empathic skills and nursing communication course. Perspect Psychiatr Care 2022; 58:248-255. [PMID: 34601733 DOI: 10.1111/ppc.12954] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/09/2021] [Revised: 09/19/2021] [Accepted: 09/26/2021] [Indexed: 12/30/2022] Open
Abstract
PURPOSE This study aims to determine the compassionate communication levels of nursing students and the predictive roles of empathic skills and nursing communication courses. DESIGN AND METHODS This descriptive study was conducted with 430 nursing students and data were analyzed using a descriptive information form, Compassionate Communication Scale (CCS), and Empathic Skill Scale (ESS). FINDINGS A positive relationship was found between the students' ESS and CCS scores (r = .23 p = 0.001). Empathic skills (β = 0.43, p = 0.001), predicted compassionate communication (β = 0.23, p = 0.001), compassionate conversation (β = 0.43, p = 0.001), and compassionate touch (β = 0.18, p = 0.001). PRACTICE IMPLICATIONS Skills of compassion and empathy positively affect each other; therefore, it is important to adopt strategies that strengthen the empathic skills of nursing students during academic education and to include empathy and compassion in the curriculum.
Collapse
Affiliation(s)
- Ayfer Öztürk
- Psychiatry Nursing Department, Faculty of Health Sciences, Bartın University, Bartın, Turkey
| | - Havva Kaçan
- Psychiatry Nursing Department, Faculty of Health Sciences, Kastamonu University, Kastamonu, Turkey
| |
Collapse
|
21
|
Jiménez-Rodríguez D, Pérez-Heredia M, Molero Jurado MDM, Pérez-Fuentes MDC, Arrogante O. Improving Humanization Skills through Simulation-Based Computers Using Simulated Nursing Video Consultations. Healthcare (Basel) 2021; 10:healthcare10010037. [PMID: 35052201 PMCID: PMC8775227 DOI: 10.3390/healthcare10010037] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/02/2021] [Revised: 12/22/2021] [Accepted: 12/24/2021] [Indexed: 11/22/2022] Open
Abstract
During the COVID-19 confinement, we converted our clinical simulation sessions into simulated video consultations. This study aims to evaluate the effects of virtual simulation-based training on developing and cultivating humanization competencies in undergraduate nursing students. A quasi-experimental study was conducted with 60 undergraduate nursing students. A validated questionnaire was used to evaluate the acquisition of humanization competencies (self-efficacy, sociability, affection, emotional understanding, and optimism). The development of humanization competencies in this group composed of undergraduate nursing students was evaluated using virtual simulation-based training, comparing the levels obtained in these competencies at baseline (pre-test) and after the virtual simulation experience (post-test). After the virtual simulation sessions, students improved their levels in humanization total score and the emotional understanding and self-efficacy competencies, obtaining large effects sizes in all of them (rB = 0.508, rB = 0.713, and rB = 0.505 respectively). This virtual simulation modality enables training in the humanization of care with the collaboration of standardized patients in the form of simulated nursing video consultations and the performance of high-fidelity simulation sessions that comply with the requirements of best practices. Therefore, this methodology could be considered as another choice for virtual simulation. Additionally, this virtual modality could be a way to humanize virtual simulation.
Collapse
Affiliation(s)
- Diana Jiménez-Rodríguez
- Department of Nursing, Physiotherapy and Medicine, University of Almería, 04120 Almeria, Spain
- Correspondence:
| | - Mercedes Pérez-Heredia
- Research Management Department, Primary Care District Poniente of Almeria, Despacho: 29, 04120 Almeria, Spain;
| | - María del Mar Molero Jurado
- Department of Psychology, Faculty of Psychology, University of Almería, 04120 Almeria, Spain; (M.d.M.M.J.); (M.d.C.P.-F.)
| | - María del Carmen Pérez-Fuentes
- Department of Psychology, Faculty of Psychology, University of Almería, 04120 Almeria, Spain; (M.d.M.M.J.); (M.d.C.P.-F.)
- Department of Psychology, Universidad Autónoma de Chile, Providencia 7500000, Chile
| | - Oscar Arrogante
- Red Cross University College of Nursing, Spanish Red Cross, Autonomous University of Madrid, Avenida Reina Victoria 28, 28003 Madrid, Spain;
| |
Collapse
|
22
|
Berduzco-Torres N, Medina P, San-Martín M, Delgado Bolton RC, Vivanco L. Non-academic factors influencing the development of empathy in undergraduate nursing students: a cross-sectional study. BMC Nurs 2021; 20:245. [PMID: 34876108 PMCID: PMC8653543 DOI: 10.1186/s12912-021-00773-2] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/09/2021] [Accepted: 11/29/2021] [Indexed: 12/30/2022] Open
Abstract
BACKGROUND Empathy is described as a core competence of nursing. There is abundant research evidence supporting that empathy varies according to personal characteristics and targeted training. The aim of this study was to characterize non-academic factors (personal and environmental) influencing the development of empathy in undergraduate nursing studies who are not receiving a targeted training in empathetic abilities in their nursing schools. METHODS A cross-sectional study was performed in the three nursing schools located in Cusco city, Peru (two private and one public). The Jefferson Scales of Empathy, Attitudes toward Physician-Nurse Collaboration, and Lifelong Learning, the Emotional Loneliness Scale for Adults, and the Scale of Life Satisfaction, were applied as the main measures. Also, information regarding gender, nursing school, and age, were collected. After psychometric properties were assessed, all measures were used in the development of a multivariate regression model to characterize factors of influence in empathy. RESULTS In a sample composed by 700 undergraduate nursing students (72 males and 628 females), a multivariate linear regression model was created. This model explained the 53% of variance of empathy and fitted all conditions necessary for inference estimations. Teamwork abilities, loneliness, age, sex, subjective well-being, and nursing school, appeared as factors influencing the development of empathy in patients' care. CONCLUSIONS Findings have indicated that, in absence of a targeted training, individual characteristics and characteristics associated with social and family environments play an important role of influence in the development of empathy in nursing students. These findings are also in consonance with others previously reported in different cultural settings including high-, middle- and low-income countries.
Collapse
Affiliation(s)
- Nancy Berduzco-Torres
- Universidad Nacional San Antonio Abad del Cusco, Av. de La Cultura 773, 08000, Cusco, Peru
| | - Pamela Medina
- Universidad Nacional San Antonio Abad del Cusco, Av. de La Cultura 773, 08000, Cusco, Peru
| | | | - Roberto C Delgado Bolton
- Hospital Universitario San Pedro, C/Piqueras 98, 26006, Logroño, Spain
- Centro Nacional de Documentación en Bioética, C/Piqueras 98, 26006, Logroño, Spain
- Centro de Investigación Biomédica de La Rioja (CIBIR), C/ Piqueras 98, La Rioja, 26006, Logroño, Spain
| | - Luis Vivanco
- Centro Nacional de Documentación en Bioética, C/Piqueras 98, 26006, Logroño, Spain.
- Centro de Investigación Biomédica de La Rioja (CIBIR), C/ Piqueras 98, La Rioja, 26006, Logroño, Spain.
| |
Collapse
|
23
|
Dean S, Razavy S, Walsh S, Zaslawski C, Levett-Jones T, Cant R. Building empathy awareness in undergraduate traditional Chinese Medicine students via an undercover ‘mystery shopper’ experience. ADVANCES IN INTEGRATIVE MEDICINE 2021. [DOI: 10.1016/j.aimed.2021.08.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
|
24
|
Simko LC, Rhodes DC, Gumireddy A, Schreiber J, Booth A, Hawkins M. Effects of a Chronic Pain Simulation Empathy Training Kit on the Empathy of Interprofessional Healthcare Students for Chronic Pain Patients. Clin Simul Nurs 2021. [DOI: 10.1016/j.ecns.2021.04.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
|
25
|
González-Díaz ES, Silva-Vetri MG, Díaz-Calzadilla P, Calzadilla-Núñez A, Reyes-Reyes A, Díaz-Narváez VP. Empathy levels decline and sex differences in medicine students from the Caribbean. REVISTA DE LA FACULTAD DE MEDICINA 2021. [DOI: 10.15446/revfacmed.v69n4.86227] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
Introduction: Empathy is an important trait in the training of medical students, as it has been shown to improve the doctor-patient relationship.
Objective: To evaluate empathy levels decline and possible sex differences in empathy levels in undergraduate medical students from the Universidad Central del Este, Dominican Republic.
Materials and methods: Exploratory cross-sectional study. A Spanish version of the Jefferson Scale of Empathy for Medical Students (S-version) Scale was administered in September 2018 to 1144 1st-year to 5th-year medical students (887 women and 257 men). The reliability of the data was verified using the Cronbach's alpha and the intraclass correlation coefficient (ICC). Data were analyzed using a generalized linear equation model (Type III) and the Wald chi-squared test was used to determine differences in overall empathy levels and the mean scores obtained in each of its three components according to the year of medical training and to sex.
Results. Cronbach's alpha was satisfactory (0.839) and the ICC was 0.834 (F=5.68; p=0.005). Variability of the estimated curves in relation to empathic behavior by course (year of medical training) and sex was observed using linear and non-linear regression equations: between courses: Wald χ2==115.6; p=0.0001, and between men and women: χ2 of Wald =12.85; p=0.001.
Conclusions. There were sex differences regarding empathy levels in the study population; besides, a decline in empathy levels (overall empathy and Compassionate Care component in men, and Walking in the Patient’s Shoes component in men and women) was also observed as students progressed in their medical training. The behavior of these data raises questions regarding the need to determine the factors causing these differences and the decline in empathy levels.
Collapse
|
26
|
Özbay Ö, Çınar S. Effectiveness of flipped classroom teaching models in nursing education: A systematic review. NURSE EDUCATION TODAY 2021; 102:104922. [PMID: 33940481 DOI: 10.1016/j.nedt.2021.104922] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/23/2020] [Revised: 04/02/2021] [Accepted: 04/14/2021] [Indexed: 06/12/2023]
Abstract
OBJECTIVES The purpose of this systematic review was to reveal the evidence of how the method of flipped classroom was applied in nursing education and examine the results associated with this teaching method. DATA SOURCES Peer-reviewed studies published from 2013 to 2020 were selected from the PubMed, Web of Science, and Science Direct databases. REVIEW METHODS A systematic review was conducted according to the PRISMA Statement Guidelines. Electronic databases were searched using a range of keywords, and the findings were integrated into a narrative synthesis. Quality appraisal was undertaken. RESULTS In total, 7470 articles were retrieved including the 24 paper those were finally selected for the systematic reviews. The themes identified were: academic performance outcomes, student perceptions, activities, and structures. CONCLUSIONS It was determined that the flipped classroom method supported learning effectively and increased the quality of teaching. Nursing courses are suggested to be structured as flipped classrooms.
Collapse
Affiliation(s)
- Özkan Özbay
- Distance Education Application and Research Center, Artvin Coruh University, Artvin, Turkey.
| | - Sevil Çınar
- Faculty of Health Sciences, Artvin Çoruh University, Artvin, Turkey.
| |
Collapse
|
27
|
Schmidt I, Rutanen T, Luciani RS, Jola C. Feeling for the Other With Ease: Prospective Actors Show High Levels of Emotion Recognition and Report Above Average Empathic Concern, but Do Not Experience Strong Distress. Front Psychol 2021; 12:543846. [PMID: 34140906 PMCID: PMC8203906 DOI: 10.3389/fpsyg.2021.543846] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/18/2020] [Accepted: 05/03/2021] [Indexed: 12/20/2022] Open
Abstract
Differences in empathic abilities between acting, dance, and psychology students were explored, in addition to the appropriateness of existing empathy measures in the context of these cohorts. Students (N = 176) across Higher Education Institutions in the United Kingdom and Europe were included in the online survey analysis, consisting of the Reading the Mind in the Eyes (RME) test, the Interpersonal Reactivity Index (IRI), the Empathy Quotient (EQ), and the E-drawing test (EDT), each measuring particular facets of empathy. Based on existing evidence and our understanding of the discipline practices, we predicted that acting students would perform the best at identifying people’s emotional expressions but might lack other cognitive or affective empathy skills, particularly those related to emotional reactions. This cohort thus provides an opportunity to evaluate different empathy measures. While actors showed significantly higher RME scores than dancers, the difference between actors and psychologists was marginal. Moreover, actors’ scores did not differ significantly on other empathy measures, such as their concern for others’ emotional wellbeing or fantasy, both measured by IRI subscales. Psychology students scored highest in the IRI perspective taking subscale and the data supported anecdotal evidence that psychologists were more concerned for others’ emotional wellbeing than dancers or actors. Dancers seemed the least concerned with others’ perspectives and emotional states, which we explained through a somatosensory ‘inward’ focus required by their art form. Nevertheless, compared to the general population, our groups reported higher empathic abilities on all IRI subscales except for personal distress. Altogether, our study shows that the RME, the IRI, and the EDT vary in their susceptibility to different facets of empathic abilities in acting, dance, and psychology students whereas the EQ does not. Emotions can be expressed and perceived through language, facial expressions, or behavior. As many empathy tests focus on one type of signal they might miss other strategies. Where empathy tests are applied to individuals that have a predominance to read or respond to others in a particular way, as we showed through these three disciplines, they might not capture these empathic strategies. We thus propose that empathy tests must evolve by means of integrating varied forms of communication.
Collapse
Affiliation(s)
- Isabell Schmidt
- Division of Psychology and Forensic Sciences, School of Applied Sciences, Abertay University, Dundee, United Kingdom
| | - Tuomas Rutanen
- Division of Psychology and Forensic Sciences, School of Applied Sciences, Abertay University, Dundee, United Kingdom
| | - Roberto S Luciani
- Division of Psychology and Forensic Sciences, School of Applied Sciences, Abertay University, Dundee, United Kingdom
| | - Corinne Jola
- Division of Psychology and Forensic Sciences, School of Applied Sciences, Abertay University, Dundee, United Kingdom
| |
Collapse
|
28
|
Castillo VP, Calzadilla-Núñez A, Moya-Ahumada C, Torres-Martínez P, Pastén PC, Díaz-Narváez VP. Psychometric properties of the Jefferson Empathy Scale in four nursing student faculties. Rev Esc Enferm USP 2021; 55:e03741. [PMID: 33950108 DOI: 10.1590/s1980-220x2020023903741] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2020] [Accepted: 12/03/2020] [Indexed: 11/22/2022] Open
Abstract
OBJECTIVE To evaluate the psychometric properties of the Jefferson Medical Empathy Scale, Spanish version (JSE-S), its factorial structure, reliability, and the presence of invariance between genders in the behavior of empathy levels among Chilean nursing students. METHOD Instrumental research design. The JSE-S was applied to 1,320 nursing students. A confirmatory factor analysis was used. An invariance study between genders was carried out. Descriptive statistics were estimated. Between genders, Student's T distribution was applied alongside a homoscedasticity analysis. The level of significance was α ≤ 0.05. RESULTS The confirmatory factor analysis determined the existence of three dimensions in the matrix. The statistical results of the invariance tests were significant, and allowed comparison between genders. Differences were found between mean empathy values, as well as in some of its dimensions between genders. CONCLUSION The factor structure of empathy data and its dimensions is in correspondence with the underlying three-dimensional model. There are differences in empathy levels and their dimensions between genders, with the exception of the compassionate care dimension, which was distributed similarly. Women were more empathetic than men.
Collapse
Affiliation(s)
| | | | - Claudia Moya-Ahumada
- Pontificia Universidad Católica de Chile, School of Medicine. Department of Psychiatry, Santiago, Chile
| | | | | | | |
Collapse
|
29
|
Turan N, Durgun H, Kaya H, Aştı T. Turkish adaptation of the Multidimensional Emotional Empathy Scale: A validity and reliability study. Perspect Psychiatr Care 2021; 57:455-462. [PMID: 32902867 DOI: 10.1111/ppc.12616] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/17/2020] [Revised: 08/16/2020] [Accepted: 08/29/2020] [Indexed: 11/28/2022] Open
Abstract
PURPOSE This study examined the validity and reliability of the Turkish version of the Multidimensional Emotional Empathy Scale for multidimensional evaluations of empathy. DESIGN AND METHODS The methodological study included 202 nursing students. Turkish translation was performed using a back-translation technique. In determining the time invariance, the scale was applied twice to 38 nursing students with a 2-week interval, and the test-retest method was used, and intraclass correlations were calculated. Construct validity was examined with confirmatory factor analysis (CFA). FINDINGS The content validity index was 0.997, and the general internal consistency coefficient of the scale was a highly reliable 0.905. With the CFA, it was determined that the fit index values were at an acceptable level and the model was suitable with this state. PRACTICE IMPLICATIONS The Turkish version is considered a valid and reliable tool.
Collapse
Affiliation(s)
| | - Hanife Durgun
- Department of Nursing, Health Science Faculty, Ordu University, Ordu, Turkey
| | - Hatice Kaya
- Department of Fundamental of Nursing, Istanbul University-Cerrahpasa Florence Nightingale Nursing Faculty, Istanbul, Turkey
| | - Türkinaz Aştı
- Nursing Department, Faculty of Health Sciences, Bezmialem University, Istanbul, Turkey
| |
Collapse
|
30
|
Anandan R, Cross W, Olasoji M. Mental Health Nurses' Attitudes towards Consumers with co-Existing Mental Health and Drug and Alcohol Problems: A Scoping Review. Issues Ment Health Nurs 2021; 42:346-357. [PMID: 32822234 DOI: 10.1080/01612840.2020.1806964] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Abstract
Consumers with co-existing mental health and drug/alcohol problems are exposed to more stigma than those with any other health problems. This scoping review aimed to systematically map the available literature regarding mental health nurses' attitudes, empathy, and caring efficacy towards consumers with a dual diagnosis. Twenty studies reported outcomes regarding nurse attitudes; however, none reported nurses' empathy or caring efficacy towards consumers with a dual diagnosis. Further research is required to advance the evidence on the impact of mental health nurses' attitudes, empathy and caring effectiveness, and the outcomes should lead to improved service delivery for consumers with a dual diagnosis.
Collapse
Affiliation(s)
- Roopalal Anandan
- School of Health, Federation University Australia, Berwick, Victoria, Australia
| | - Wendy Cross
- School of Health, Federation University Australia, Berwick, Victoria, Australia
| | - Michael Olasoji
- School of Health, Federation University Australia, Berwick, Victoria, Australia.,School of Health Sciences, Swinburne University of Technology, Hawthorn, Victoria, Australia
| |
Collapse
|
31
|
Anzola D, Limoges J, McLean J, Kolla NJ. Effects of the COVID-19 Pandemic on the Mental Health of Healthcare Providers: A Comparison of a Psychiatric Hospital and a General Hospital. Front Psychiatry 2021; 12:720693. [PMID: 35095584 PMCID: PMC8795991 DOI: 10.3389/fpsyt.2021.720693] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/04/2021] [Accepted: 12/07/2021] [Indexed: 12/28/2022] Open
Abstract
BACKGROUND Before the COVID-19 pandemic, healthcare providers (HCPs) were already experiencing a higher prevalence of mental health disorders compared with non-healthcare professionals. Here, we report on the psychosocial functioning and stress resilience of HCPs who worked during the COVID-19 pandemic in a large-sized psychiatric facility and a large acute care hospital, both located in central Ontario, Canada. METHODS Participants completed five validated psychometric instruments assessing depression, anxiety, and stress (The Depression, Anxiety, and Stress Scale-21, DASS-21); work-related quality of life (Work-Related Quality of Life Scale, WRQoL); resilience (Connor-Davidson Resilience Scale, CD-RISC); anxiety about the novel coronavirus (Coronavirus Anxiety Scale, CAS); and loneliness (UCLA Loneliness Scale, ULS). Participants from the psychiatric hospital (n = 94) were sampled during the easing of restrictions after the first wave in Ontario, and participants from the acute care hospital (n = 146) were sampled during the height of the second wave in Ontario. RESULTS Data showed that HCPs from the acute care hospital and psychiatric hospital reported similar scores on the psychometric scales. There were also no significant differences in psychometric scale scores between medical disciplines at the acute care hospital. Among all HCPs, being a nurse predicted better quality of life (p = 0.01) and greater stress resilience (p = 0.031). CONCLUSION These results suggest that HCPs' psychological symptoms are similar across the hospital settings sampled. Compared to other HCPs, nurses may show a unique resiliency to the pandemic. We suggest that emergencies such as the COVID-19 pandemic have a pervasive effect on HCPs. It is important to address HCPs' mental health needs in terms of crisis management and improve resilience among all HCPs during the inter-crisis period before a new challenge arrives.
Collapse
Affiliation(s)
- Daniel Anzola
- Department of Research and Innovation, Georgian College, Barrie, ON, Canada
| | - Jacqueline Limoges
- Department of Health Wellness and Sciences, Georgian College, Barrie, ON, Canada.,Faculty of Health Disciplines, Athabasca University, Athabasca, AB, Canada
| | - Jesse McLean
- Centre for Education and Research, Royal Victoria Regional Health Centre, Barrie, ON, Canada
| | - Nathan J Kolla
- Waypoint Centre for Mental Health Care, Penetanguishene, ON, Canada.,Waypoint/University of Toronto Research Chair in Forensic Mental Health Science, Penetanguishene, ON, Canada.,Centre for Addiction and Mental Health, Toronto, ON, Canada.,Department of Psychiatry, University of Toronto, Toronto, ON, Canada
| |
Collapse
|
32
|
The Association between Entrepreneurial Perceived Behavioral Control, Personality, Empathy, and Assertiveness in a Romanian Sample of Nascent Entrepreneurs. SUSTAINABILITY 2020. [DOI: 10.3390/su122410490] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/24/2022]
Abstract
In today’s global context, entrepreneurship is recognized as the engine of sustainable economic growth, competitiveness and employment in the economy of any nation. In order to improve the measures aimed at encouraging the creation of new businesses, an enhanced understanding of the drivers of nascent entrepreneurship seems essential. Drawing on planned behavior theory and the approach of entrepreneurial perceived behavioral control (PBC) as a motivational antecedent in starting a new business, the current study seeks to understand how the personal characteristics of the entrepreneurs influence entrepreneurial PBC. Three types of characteristics were assessed in a sample of 212 Romanian nascent entrepreneurs: personality traits (Big Five model), empathy, and assertiveness. The hierarchical multilinear regression analysis, in which entrepreneurial PBC was treated as a dependent variable, showed that the model with the highest explanatory power for the variance of results of entrepreneurial PBC included characteristics from all three levels: personality traits—Neuroticism, Extraversion, and Openness; empathy—personal distress and perspective-taking; and adaptive assertiveness. Additionally, the findings showed that adaptive assertiveness provides an effect over and above personality factors and empathy on the entrepreneurial PBC. The practical implications of these findings indicate that to enhance the effectiveness of entrepreneurship education programs, components aiming to enhance internal personal resources of entrepreneurs (such as assertive communication skills) should be added.
Collapse
|
33
|
Goh YS, Seetoh YTM, Chng ML, Ong SL, Li Z, Hu Y, Ho CMR, Ho SHC. Using Empathetic CAre and REsponse (ECARE) in improving empathy and confidence among nursing and medical students when managing dangerous, aggressive and violent patients in the clinical setting. NURSE EDUCATION TODAY 2020; 94:104591. [PMID: 32932056 DOI: 10.1016/j.nedt.2020.104591] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/09/2020] [Revised: 06/18/2020] [Accepted: 08/09/2020] [Indexed: 05/23/2023]
Abstract
BACKGROUND The use of physical restraint to curtail dangerous or extremely disruptive behaviours in patients has been an established practice to help ensuring safety in healthcare providers' work environment. However, many have deemed it unnecessary and overused with reported negligence on patients' basic needs during its implementation. Studies have shown that having empathy and non-judgmental attitudes are vital in reducing and eliminating the use of restraint. OBJECTIVES To explore whether experiential learning will improve empathy and confidence, among nursing and medical students when managing dangerous, aggressive, and violent patients. DESIGN A pre- and post-test, same group quasi-experimental design was used to explore the effectiveness of using the Empathetic CAre and REsponse (ECARE), an experiential learning session to equip nursing and medical students on managing dangerous, aggressive, and violent patients. Outcome measures include students' confidence when using verbal de-escalation, physical and chemical restraint techniques. Empathy scores were also compared. SETTINGS A University offering both medical and nursing program from undergraduate to postgraduate level. PARTICIPANTS 249 nursing and 50 medical students undergoing the mental health nursing module in Year 2 of their nursing program and psychiatry rotation in Year 3 of their medical education. RESULTS Results showed that, for both student populations, the empathy and confidence scores significantly improved after attending ECARE. ANCOVA conducted on the post-intervention Jefferson empathy score between the populations with an adjusted baseline score revealed a statistically significant adjusted mean difference between them. CONCLUSIONS This study demonstrated that experiential learning could improve the learners' empathy through the integration of hands-on learning. This in turn could enhance future healthcare professionals' care quality. Experiential learning opportunities should be incorporated into existing pedagogies as this helps to improve students' confidence in managing dangerous, aggressive and violent patients, reducing the use of physical restraint, thereby enhancing the quality of patient care.
Collapse
Affiliation(s)
- Yong-Shian Goh
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore; Alice Lee Centre for Nursing Studies, National University Health System, Singapore.
| | - Yu-Ting Michelle Seetoh
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore; Alice Lee Centre for Nursing Studies, National University Health System, Singapore
| | - Mui-Lee Chng
- National University Hospital, National University Health System, Singapore
| | - Siang Loong Ong
- National University Hospital, National University Health System, Singapore
| | | | - Yanan Hu
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore; Alice Lee Centre for Nursing Studies, National University Health System, Singapore
| | - Chun-Man Roger Ho
- National University Hospital, National University Health System, Singapore
| | - Su Hui Cyrus Ho
- National University Hospital, National University Health System, Singapore
| |
Collapse
|
34
|
Petty J, Jarvis J, Thomas R. Exploring the impact of digital stories on empathic learning in neonatal nurse education. Nurse Educ Pract 2020; 48:102853. [PMID: 32947233 DOI: 10.1016/j.nepr.2020.102853] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/15/2020] [Revised: 07/21/2020] [Accepted: 08/12/2020] [Indexed: 11/25/2022]
Abstract
Within neonatal nurse education, learning to understand the compelling emotional experiences of parents following the birth of their premature baby is essential to give person-centred empathic care. A collection of digital stories informed by parents' experiences was created to use as a pedagogical tool for students and staff within the neonatal speciality. This study reports on an exploration of the value of these digital stories for the enhancement of empathic learning. Using the principles of narrative inquiry, a mixed-methods design comprising 'point-of-view', reflective exercises, interviews and a questionnaire distributed to nursing students and practice staff ascertained views of three digital stories. The participants evaluated the digital stories positively overall and it was clear they were an effective and innovative way to learn about emotional experiences of parents. Powerful emotional messages from parents enhanced awareness, understanding and insight into their affective experience. Within the context of narrative-based neonatal education, there is a place for digital storytelling as a pedagogical strategy informed by parent narratives, to teach students and staff about the emotional impact of the neonatal care experience. In turn, this can potentially lead to more empathic, person-centred care relating to the families of sick, vulnerable babies.
Collapse
Affiliation(s)
- Julia Petty
- University of Hertfordshire, Hatfield, Hertfordshire, AL109AB, UK.
| | - Joy Jarvis
- University of Hertfordshire, Hatfield, Hertfordshire, AL109AB, UK
| | | |
Collapse
|
35
|
Omerov P, Kneck Å, Karlsson L, Cronqvist A, Bullington J. To Identify and Support Youths Who Struggle with Living-Nurses' Suicide Prevention in Psychiatric Outpatient Care. Issues Ment Health Nurs 2020; 41:574-583. [PMID: 32286108 DOI: 10.1080/01612840.2019.1705946] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/22/2023]
Abstract
Nurses working in psychiatric care daily encounter youths who are struggling with living. Despite this, nurses' suicide-prevention work is seldom addressed in research or in recommendations for care. The overall aim of this paper is to discuss how nurses, with their caring science perspective, may contribute to suicide prevention. The paper presents how nurses in psychiatric outpatient care may identify and support suicidal youths, according to experts in suicide prevention. The interviews with six experts in suicide prevention resulted in three themes: Engagement necessary but demanding, Acknowledgement of warnings signs and Supportive relationship. The respondents elaborated on how suicide-risk can be assessed. A good rapport with the youths was stressed and the recommended act of care included: to listen openheartedly without interrupting as well as to listen after risk- and protective factors to emphasize or to penetrate. To ask about suicidality as well as to let the person elaborate on what's important for him or her. To endure in the patients' suffering as well as steering the conversations toward hope. The paper also presents warning signs that need to be noticed according to the experts and the literature consensus. Our findings suggest that communication in suicide-prevention is an "art and act" that cannot be reduced to a method or simple guidelines. We argue that the recommended acts of care demand sensitivity and skills and that nurses as well as the domain of caring science may contribute to this competence.
Collapse
Affiliation(s)
- P Omerov
- The Department of Health Care Sciences, Ersta Sköndal Bräcke University College, Stockholm, Sweden
| | - Å Kneck
- The Department of Health Care Sciences, Ersta Sköndal Bräcke University College, Stockholm, Sweden
| | - L Karlsson
- The Department of Health Care Sciences, Ersta Sköndal Bräcke University College, Stockholm, Sweden
| | - A Cronqvist
- The Department of Health Care Sciences, Ersta Sköndal Bräcke University College, Stockholm, Sweden
| | - J Bullington
- The Department of Health Care Sciences, Ersta Sköndal Bräcke University College, Stockholm, Sweden
| |
Collapse
|
36
|
ERTEKİN PINAR Ş, YILDIIRM G. Öğrenci Ebelerde Empatik Eğilim ve Özgeciliğin İncelenmesi. DÜZCE ÜNIVERSITESI SAĞLIK BILIMLERI ENSTITÜSÜ DERGISI 2020. [DOI: 10.33631/duzcesbed.553332] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
|
37
|
Numanee IZ, Zafar N, Karim A, Ismail SAMM. Developing empathy among first-year university undergraduates through English language course: A phenomenological study. Heliyon 2020; 6:e04021. [PMID: 32518850 PMCID: PMC7270546 DOI: 10.1016/j.heliyon.2020.e04021] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/02/2020] [Revised: 05/05/2020] [Accepted: 05/15/2020] [Indexed: 12/30/2022] Open
Abstract
Empathy, as an essential personality trait of human beings, has been studied rigorously in the field of nursing and medical sciences. Nowadays, universities are also endeavoring to develop empathy with particular courses or tailored content among the students. The English language classroom acts as a dynamic platform to impart education for empathy. Yet there is a paucity of research related to the outcomes of such initiatives. The current study revolved around an English language course that is primarily designed to improve students' proficiency in English required for them to be empowered with the compatibility of tertiary education. The secondary focus of the course concerned the cultivation of empathy that is inevitable not only for the academic journey but also for social wellbeing. The present study was designed to investigate the contents, based on theoretical grounds, of the English language classroom and to trace the outcomes of such an empathy-teaching. A phenomenological approach was adopted to conduct the study, in which document analysis and semi-structured interviews with 10 participants shaped the instrumentation of data collection. The current study adopted thematic analysis to analyze the semi-structured interview data. The findings projected that the contents harnessed to cultivate empathy corresponded to the theoretical aspects of empathy development. The semi-structured interview data was a testimony of the nature of empathy practice inculcated among undergraduate students.
Collapse
Affiliation(s)
| | - Nazneen Zafar
- Brac Institute of Languages (BIL), Brac University, Dhaka, Bangladesh
| | - Abdul Karim
- Brac Institute of Languages (BIL), Brac University, Dhaka, Bangladesh
- School of Educational Studies, Universiti Sains Malaysia, Penang, Malaysia
| | | |
Collapse
|
38
|
|
39
|
Mersin S, İbrahimoğlu Ö, Saray Kılıç H, Bayrak Kahraman B. Social media usage and alexithymia in nursing students. Perspect Psychiatr Care 2020; 56:401-408. [PMID: 31680272 DOI: 10.1111/ppc.12448] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/09/2019] [Revised: 10/14/2019] [Accepted: 10/19/2019] [Indexed: 12/21/2022] Open
Abstract
PURPOSE To determine the relationship between social media usage characteristics and alexithymia in nursing students. DESIGN AND METHODS The study was conducted with 272 nursing students between November and December 2018 in Turkey. Data were collected using an information form to determine the sociodemographic and social media usage characteristics of the students, and the Toronto Alexithymia Scale. FINDINGS According to the results of this study, nursing students use Instagram the most. As time spent on social media increases, the alexithymia score increases and students have difficulty recognizing their feelings. PRACTICE IMPLICATIONS As the use of social media by nursing students affects their mental process and behavior patterns, the results of social media applications, which witness a wide range of feelings, thoughts, attitudes, and behaviors, should be included in the nursing curriculum.
Collapse
Affiliation(s)
- Sevinç Mersin
- Department of Psychiatric and Mental Health Nursing, Faculty of Health Sciences, Bilecik Şeyh Edebali University, Bilecik, Turkey
| | - Özlem İbrahimoğlu
- Department of Nursing, Faculty of Health Sciences, Bilecik Şeyh Edebali University, Bilecik, Turkey
| | - Hülya Saray Kılıç
- Department of Nursing, Faculty of Health Sciences, Bilecik Şeyh Edebali University, Bilecik, Turkey
| | - Burcu Bayrak Kahraman
- Department of Nursing, Faculty of Health Sciences, Bilecik Şeyh Edebali University, Bilecik, Turkey
| |
Collapse
|
40
|
Empathy training in health sciences: A systematic review. Nurse Educ Pract 2020; 44:102739. [DOI: 10.1016/j.nepr.2020.102739] [Citation(s) in RCA: 22] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/01/2018] [Revised: 09/30/2019] [Accepted: 02/18/2020] [Indexed: 12/30/2022]
|
41
|
Zölzer F, Zölzer N. Empathy as an ethical principle for environmental health. THE SCIENCE OF THE TOTAL ENVIRONMENT 2020; 705:135922. [PMID: 31846814 DOI: 10.1016/j.scitotenv.2019.135922] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/07/2019] [Revised: 11/27/2019] [Accepted: 12/02/2019] [Indexed: 06/10/2023]
Abstract
PURPOSE Environmental health ethics is a relatively young field of study, drawing on experience from medical ethics, public health ethics, and the ethics of radiological protection. Fundamental to all of these in one way or another are the four "principles of biomedical ethics", originally proposed by Beauchamp and Childress (1979) as a guide for decision making in clinical practice. Suggestions have been made of various other principles which should be added to address the specifics of the individual disciplines under consideration. Here we are exploring empathy as a principle complementing those hitherto applied in environmental health practice. RESULTS AND CONCLUSIONS Empathy can be defined as the "capability (or disposition) to immerse oneself in and to reflect upon the experiences, perspectives and contexts of others". It is often understood as a skill that one either has or has not, but research has shown it can be taught and therefore can be required as an attitude of those working in health care, education, design, and even politics. We suggest to consider it a procedural principle on a par with inclusiveness, accountability, and transparency. It should drive the assessment of any environmental situation and the health problems accruing from it.
Collapse
Affiliation(s)
- Friedo Zölzer
- Institute of Radiology, Toxicology and Civil Protection, Faculty of Health and Social Sciences, University of South Bohemia in České Budějovice, Czech Republic.
| | | |
Collapse
|
42
|
Ding X, Wang L, Sun J, Li DY, Zheng BY, He SW, Zhu LH, Latour JM. Effectiveness of empathy clinical education for children's nursing students: A quasi-experimental study. NURSE EDUCATION TODAY 2020; 85:104260. [PMID: 31778862 DOI: 10.1016/j.nedt.2019.104260] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/23/2019] [Revised: 07/19/2019] [Accepted: 10/29/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND Empathy is a central competence for nursing students in delivering compassionate care. Empathy training might improve the communication skills in children's nursing students. OBJECTIVES To evaluate the effectiveness of the Knowledge, Simulation, and Sharing training programme on empathy skills among children's nursing students. DESIGN A controlled pre-post intervention study with a quasi-experimental design. SETTING Tertiary children's hospital in China. PARTICIPANTS Children's nursing students (n = 250) in clinical internship. METHODS A Knowledge, Simulation, and Sharing (KSS) module related to empathy learning was developed and tested during a 10-month period in 2017. Nursing students were divided into an experimental group (n = 125) and control group (n = 125). Both groups received the standard internship programme. The experimental group received the KSS training. Outcome measures were: Jefferson Scale of Empathy-Health Professions Student, Clinical Communication Competence Scale and Professional Identity Scale. RESULTS At the end of the internship the experimental groups had significantly higher empathy scores than the control group (114.57 versus 110.36; p = .016). The communication skills improved significantly in the experimental group after the training; experimental group mean 90.22 versus control group mean 87.41 (p = .042). The professional identity scores were significantly higher in the experimental group at the end of the internship compared to the control group (mean 116.43 versus 107.68; p < .001). Subgroup analysis revealed only significant differences on professional identity outcomes between experimental and control groups on diploma level (mean 115.78 versus 107.72; p < .001); and bachelor's level (mean 120.05 versus 108.00; p < .016). CONCLUSION The KSS training can enhance empathy and communication skills and the professional identity in children's nursing students. Further long-term effectiveness of the training needs to be tested, ideally with reported outcomes measures of children and parents.
Collapse
Affiliation(s)
- Xiang Ding
- Nursing Department, Hunan Children's Hospital, Changsha, China
| | - Li Wang
- Nursing Department, Hunan Children's Hospital, Changsha, China
| | - Jing Sun
- Nursing School, Hunan University of Chinese Medicine, Changsha, China
| | - Dong-Ya Li
- Nursing School, Hunan University of Chinese Medicine, Changsha, China
| | - Bing-Ya Zheng
- Imaging Faculty, Changsha Medical University, Changsha, China
| | - Shi-Wen He
- Nursing Department, Third Xiangya Hospital of Central South University, Changsha, China
| | - Li-Hui Zhu
- Nursing Department, Hunan Children's Hospital, Changsha, China.
| | - Jos M Latour
- Nursing Department, Hunan Children's Hospital, Changsha, China; Faculty of Health and Human Sciences, School of Nursing and Midwifery, University of Plymouth, Plymouth, United Kingdom
| |
Collapse
|
43
|
Levett‐Jones T, Cant R. The empathy continuum: An evidenced‐based teaching model derived from an integrative review of contemporary nursing literature. J Clin Nurs 2020; 29:1026-1040. [DOI: 10.1111/jocn.15137] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/27/2019] [Revised: 09/29/2019] [Accepted: 11/18/2019] [Indexed: 12/30/2022]
Affiliation(s)
| | - Robyn Cant
- Faculty of Health University of Technology Sydney Ultimo NSW Australia
| |
Collapse
|
44
|
Tengera O, Nankumbi J, Nalwadda G, Muwanguzi PA, Ngabirano TD. Empathy among midwives at a referral hospital in Uganda. INTERNATIONAL JOURNAL OF AFRICA NURSING SCIENCES 2020. [DOI: 10.1016/j.ijans.2020.100238] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
|
45
|
Zou P, Luo Y, Krolak K, Hu J, Liu LW, Lin Y, Sun W. Student's Experiences on Learning Therapeutic Relationship: A Narrative Inquiry. Can J Nurs Res 2019; 53:78-87. [PMID: 31533468 DOI: 10.1177/0844562119873760] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/03/2023] Open
Abstract
Despite the importance of the therapeutic relationship on nursing practice, the literature regarding teaching and learning therapeutic relationship is limited. This paper discussed how an undergraduate nursing student learned therapeutic relationship in an acute care setting. Narrative inquiry was applied as a research methodology. The student's reflection served as the narrative in this paper. Collaboratively, researchers conducted data analysis, common themes were drawn, and a summative narrative was presented. Based on the student's narrative, a three-dimensional model, including practical knowledge, theory, and reflection, has been created as our summative narrative. This model suggests that, to facilitate a learning process on creating therapeutic nurse-patient relationship, practical knowledge is the foundation, theory is a leading guide, and constant reflection is a learning tool which transforms learning into a reflective and meaningful experience. To promote learning on therapeutic relationship, nurse educators should emphasize the importance of both practical knowledge and theory. Constant reflection as a learning tool should be encouraged and embedded in nursing curriculum. Diverse approaches of reflection should be promoted.
Collapse
Affiliation(s)
- Ping Zou
- School of Nursing, Nipissing University, Toronto, ON, Canada
| | - Yan Luo
- Faculty of Nursing, Health Science Center, Xi'an Jiaotong University, Xi'an, P. R. China
| | - Kathren Krolak
- Nipissing University Alumna, Nipissing University, Toronto, ON, Canada
| | - Jiale Hu
- School of Nursing, University of Ottawa, Ottawa, ON, Canada
| | - Lichun W Liu
- Centre for Women's Studies in Education, Ontario Institute for Studies in Education, University of Toronto, Toronto, ON, Canada
| | - Yanxia Lin
- School of Health Sciences, University of Southampton, Southampton, UK
| | - Winnie Sun
- Faculty of Health Sciences, University of Ontario Institute of Technology, Oshawa, ON, Canada
| |
Collapse
|
46
|
Bas-Sarmiento P, Fernández-Gutiérrez M, Díaz-Rodríguez M. Teaching empathy to nursing students: A randomised controlled trial. NURSE EDUCATION TODAY 2019; 80:40-51. [PMID: 31252353 DOI: 10.1016/j.nedt.2019.06.002] [Citation(s) in RCA: 22] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/05/2018] [Revised: 05/13/2019] [Accepted: 06/10/2019] [Indexed: 06/09/2023]
Abstract
BACKGROUND Empathy has been reported to produce a positive effect on improving patient health outcomes, becoming a fundamental skill in any health personnel-patient relationship. OBJECTIVE To evaluate the effectiveness of an intervention designed to improve the nursing students´ empathy, the learning perception, the improvement of the perception in the understanding of the content, and in the degree of difficulty as well as the acquisition of skills. DESIGN Multicentre randomised controlled trial. SETTING This research was conducted at two schools of nursing at a public university in the Southwest of Spain. PARTICIPANTS 116 nursing students were randomly assigned to an experimental or a control group (delayed intervention group once the post-training analysis was completed) during the second semester of the 2015/2016 academic year. METHODS Pre-test, post-test, and follow-up data were obtained for each group using a simulated clinical interview. Empathy was the primary outcome (The Consultation and Relational Empathy Measure, Jefferson Scale of Empathy student version, Reynolds Empathy Scale, and Carkhuff Scale). The students' perceived knowledge, the learning perception, the self-esteem (Rosenberg Self-Esteem Scale) and the understanding of the content and acquisition of skills (ad-hoc questions) were also analysed. RESULTS The results were improved in all the measures conducted in the experimental groups at the different centres after the intervention. The mean post-test simulation scores were higher than the pre-test with statistically significant differences. The results were maintained in the follow-up. The student's perception of learning and the perception of understanding of the content and the acquisition of skills were improved as well. CONCLUSION The study support that training in empathic competence is effective.
Collapse
Affiliation(s)
- Pilar Bas-Sarmiento
- Faculty of Nursing. University of Cádiz. Venus Street, 11207 Algeciras, Cádiz, Spain.
| | | | - Mercedes Díaz-Rodríguez
- Faculty of Nursing and Physiotherapy. University of Cadiz. Ana de Viya Avenue 52, 11009 Cádiz, Spain.
| |
Collapse
|
47
|
Durkin M, Gurbutt R, Carson J. Stakeholder perspectives of compassion in nursing: The development of the compassion strengths model. J Adv Nurs 2019; 75:2910-2922. [DOI: 10.1111/jan.14134] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/16/2019] [Revised: 06/11/2019] [Accepted: 06/18/2019] [Indexed: 12/30/2022]
Affiliation(s)
- Mark Durkin
- School of Health and Human Sciences University of Bolton Bolton UK
| | - Russell Gurbutt
- School of Health and Human Sciences University of Bolton Bolton UK
| | - Jerome Carson
- School of Education and Psychology University of Bolton Bolton UK
| |
Collapse
|
48
|
Håkansson Eklund J, Holmström IK, Ollén Lindqvist A, Sundler AJ, Hochwälder J, Marmstål Hammar L. Empathy levels among nursing students: A comparative cross-sectional study. Nurs Open 2019; 6:983-989. [PMID: 31367422 PMCID: PMC6650686 DOI: 10.1002/nop2.280] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/18/2018] [Accepted: 03/12/2019] [Indexed: 12/30/2022] Open
Abstract
AIM Empathy is a crucial component of the nurse-patient relationship, but knowledge is lacking as to when empathy develops during nursing education. The aim of the present study was to compare empathy levels at different stages of undergraduate nursing education and different master's nursing programmes. DESIGN The design was a comparative cross-sectional study. METHODS A total of 329 participants in Sweden, comprised of nursing students in their second and sixth semesters in an undergraduate nursing programme as well as master's nursing students, rated their own empathy using the Jefferson Scale of Physician Empathy. RESULTS Students in their sixth semester in an undergraduate nursing programme expressed more empathy than did students in their second semester and master's nursing students. Among the five master's programmes, public-health nursing students expressed the most empathy and intensive-care nursing students the least.
Collapse
Affiliation(s)
| | - Inger K. Holmström
- School of Health, Care and Social WelfareMälardalen UniversityVästeråsSweden
- Department of Public Health and Caring SciencesUppsala UniversityUppsalaSweden
| | | | - Annelie J. Sundler
- Faculty of Caring Science, Work Life and Social WelfareUniversity of BoråsBoråsSweden
| | - Jacek Hochwälder
- School of Health, Care and Social WelfareMälardalen UniversityVästeråsSweden
| | - Lena Marmstål Hammar
- School of Education, Health, Care and Social StudiesDalarna UniversityFalunSweden
| |
Collapse
|
49
|
Ferri P, Rovesti S, Padula MS, D'Amico R, Di Lorenzo R. Effect of expert-patient teaching on empathy in nursing students: a randomized controlled trial. Psychol Res Behav Manag 2019; 12:457-467. [PMID: 31417325 PMCID: PMC6602298 DOI: 10.2147/prbm.s208427] [Citation(s) in RCA: 22] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/12/2019] [Accepted: 04/17/2019] [Indexed: 12/30/2022] Open
Abstract
Background: Empathy is a relevant clinical competence for nursing students. Involvement of expert patients in nursing education could help students develop their innate capacity to empathize. Objective: To evaluate the effect of expert-patient teaching on empathy development in nursing students. Methods: This randomized controlled trial was conducted among 144 first-year undergraduate nursing students divided into two equal groups. In the experimental group, the educational intervention consisted of a seminar focused on empathy, followed by a presentation on expert-patient function. Subsequently, each student participated in two interactive meetings with nursing teacher and expert patient. At the end, the nursing teacher encouraged students to reflect on this experience. In the control group, students only attended a similar seminar focused on empathy and afterward participated in two interactive meetings with a nursing teacher to reflect on this topic without expert-patient involvement. Before (T0) and after (T1) the training intervention, the Balanced Emotional Empathy Scale, Jefferson Scale of Empathy — Health Professions Student (JSE-HPS), and a short demographic questionnaire were administered to the two student groups to measure their empathy levels. The study was approved by the Local Ethics Committee of Area Vasta Emilia Nord (protocol 1763, May 11, 2017). Data were statistically analyzed. Results: We found a statistically significant difference between mean scores at T0 and T1 in both scales in the experimental group. Male students, who presented significantly lower levels of empathy at baseline in comparison with females, showed increased in empathy after training on the the Balanced Emotional Empathy Scale in both the experimental and control groups. Conclusion: The present study highlights that involvement of expert patients in teaching is effective in improving empathy levels in both male and female nursing students. Expert-patient teaching can be a promising nursing-education modality for developing empathy.
Collapse
Affiliation(s)
- Paola Ferri
- Department of Biomedical, Metabolic, and Neural Sciences, University of Modena and Reggio Emilia, Modena 41125, Italy
| | - Sergio Rovesti
- Department of Biomedical, Metabolic, and Neural Sciences, University of Modena and Reggio Emilia, Modena 41125, Italy
| | - Maria Stella Padula
- Department of Biomedical, Metabolic, and Neural Sciences, University of Modena and Reggio Emilia, Modena 41125, Italy
| | - Roberto D'Amico
- Research and Innovation Area, Department of Maternal-Infant and Adult Medical and Surgical Sciences, University of Modena and Reggio Emilia, Modena 41124, Italy
| | - Rosaria Di Lorenzo
- Psychiatric Intensive Treatment Facility, Department of Mental Health and Drug Abuse, AUSL Modena, Modena 41122, Italy
| |
Collapse
|
50
|
Turan N, Kaya H, Özsaban A, Özdemir-Aydın G, Özçelik K, Güneş E. [Investigation of the Relationship between Empathy and Burnout Levels of Nursing Students]. Florence Nightingale Hemsire Derg 2019; 27:119-132. [PMID: 34267967 PMCID: PMC8127601 DOI: 10.26650/fnjn404701] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/12/2018] [Accepted: 03/05/2019] [Indexed: 11/20/2022] Open
Abstract
Amaç Bu araştırma, hemşirelik öğrencilerinin empati ve tükenmişlik düzeyleri arasındaki ilişkiyi belirlemek amacı ile planlandı. Yöntem Tanımlayıcı ve kesitsel türde gerçekleştirilen araştırmanın evrenini bir Hemşirelik Fakültesi’nde 2016–2017 eğitim-öğretim yılında öğrenim gören 1294 öğrenci; örneklemini ise; tabakalı rastgele örnekleme yöntemi ile belirlenen 290 hemşirelik öğrencisi oluşturdu. Veriler, “Yapılandırılmış Soru Formu”, “Empatik Beceri Ölçeği B-Formu” ve “Maslach Tükenmişlik Envanteri-Öğrenci Formu” kullanılarak toplandı. Araştırmanın yürütüleceği fakülteden yazılı izin ve Etik Kurul’dan etik onay sağlandı. Veri analizi, SPSS 21.00 programında, tanımlayıcı ve önemlilik analizi kullanılarak yapıldı. Bulgular Öğrencilerin %84.1’i kız, yaş ortalaması 20.28±1.47 yıldır. Empatik Beceri Ölçeği B-Formu puan ortalaması 143.86±23.93; Maslach Tükenmişlik Envanteri-Öğrenci Formu alt boyutları puan ortalamaları ise tükenmede 15.11±4,69, duyarsızlaşmada 9.34±3.62, yetkinlikte ise 12.78±2.67 olduğu saptandı. Öğrencilerin Empatik Beceri Ölçeği puanı ile Maslach Tükenmişlik Envanteri Duyarsızlaşma alt boyutu puanları arasında istatistiksel olarak anlamlı düzeyde negatif bir ilişki bulunmaktadır (p<0.05). Sonuç Hemşirelik öğrencilerinin tükenmişlik ve empati becerilerinin orta düzeyde olduğu ve bazı sosyo-demografik özelliklerin empati ve tükenmişlik düzeylerini etkilediği belirlendi.
Collapse
Affiliation(s)
- Nuray Turan
- İstanbul Üniversitesi-Cerrahpaşa, Florence Nightingale Hemşirelik Fakültesi, İstanbul, Türkiye
| | - Hatice Kaya
- İstanbul Üniversitesi-Cerrahpaşa, Florence Nightingale Hemşirelik Fakültesi, İstanbul, Türkiye
| | - Aysel Özsaban
- İstanbul Üniversitesi-Cerrahpaşa, Florence Nightingale Hemşirelik Fakültesi, İstanbul, Türkiye
| | - Gülsün Özdemir-Aydın
- Tekirdağ Namık Kemal Üniversitesi Sağlık Yüksekokulu, Hemşirelik Bölümü, Tekirdağ, Türkiye
| | - Kübra Özçelik
- İstanbul Üniversitesi-Cerrahpaşa, Florence Nightingale Hemşirelik Fakültesi, İstanbul, Türkiye
| | - Eda Güneş
- İstanbul Üniversitesi-Cerrahpaşa, Florence Nightingale Hemşirelik Fakültesi, İstanbul, Türkiye
| |
Collapse
|