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Peisachovich EH, Sombilon EV, Grant N, Ladha N, Silva CD. Evaluating the Effectiveness of Empathy-Based Education in Undergraduate Nursing: A Scoping Review. J Nurs Educ 2024; 63:367-371. [PMID: 38900258 DOI: 10.3928/01484834-20240404-01] [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: 06/21/2024]
Abstract
BACKGROUND Empathy is an essential trait in nursing practice that improves the quality of patient care. Nursing curricula that incorporate empathy-based experiential learning (i.e., hands-on educational experiences and reflections designed to foster and develop emotional intelligence) promote students' self-awareness and confidence when providing care to patients. This scoping review examined studies that explored the effects of educational interventions on the development of empathy in undergraduate nursing students. METHOD Searches were conducted in MEDLINE using keywords related to nursing education and translated into CINAHL, EMBASE, and ERIC databases. RESULTS A total of 6,238 studies were identified. After duplicate and unrelated articles were excluded, 18 publications were considered for this review. Sixteen studies concluded empathy interventions were effective, five indicated the need for further research, and two implicated a need for standardization in empathy-evaluation tools. CONCLUSION This review endorses the effectiveness of educational interventions and supports their implementation to promote empathy in undergraduate nursing students. [J Nurs Educ. 2024;63(6):367-371.].
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Whiting L, Petty J, Roberts S, Littlechild B, Mills K. Gaining an Empathetic Insight into Parenting: Evaluating Infant Simulator Dolls for Professional Learning. HEALTH & SOCIAL WORK 2024; 49:45-54. [PMID: 38140700 DOI: 10.1093/hsw/hlad037] [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: 03/10/2023] [Revised: 06/21/2023] [Accepted: 06/28/2023] [Indexed: 12/24/2023]
Abstract
The development of an empathetic approach when working with parents and families is fundamental to both social work and children's nursing; however, opportunities to develop this are limited. RealCare Baby infant simulator dolls were used with the aim of enabling students to gain an empathetic insight into parenting. A qualitative, evaluation study involving semistructured interviews with 10 social work and 11 children's nursing students was undertaken to evaluate experiences and views of infant simulator dolls, in relation to professional learning. Using reflexive thematic analysis of interview data, six key themes were identified: (1) positive experiences, (2) challenges, (3) impact on self, (4) empathy toward parents, (5) realism and (6) learning by reflection. All themes were evident from the participants' accounts in the context of the parenting experience. In addition to the overall positive impact on students, practical and technical challenges were also identified. However, despite these difficulties, participants valued the learning experience gained from caring for a doll and many articulated how an empathetic understanding of the parenting role was enhanced. This will potentially enable social work and children's nursing students to support parents more sensitively and empathetically.
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Affiliation(s)
- Lisa Whiting
- DHRes, is professional lead for children's nursing and associate dean of research, Department of Nursing, Health and Wellbeing, School of Health and Social Work, University of Hertfordshire, College Lane, Hatfield, Hertfordshire AL10 9AB, UK
| | - Julia Petty
- EdD, is associate professor of learning and teaching and senior lecturer in children's nursing, Step Up to Social Work Programme, School of Health and Social Work, University of Hertfordshire, Hatfield, Hertfordshire, UK
| | - Sheila Roberts
- MA, is senior lecturer in children's nursing, Step Up to Social Work Programme, School of Health and Social Work, University of Hertfordshire, Hatfield, Hertfordshire, UK
| | - Brian Littlechild
- PhD, is professor of social work, Step Up to Social Work Programme, School of Health and Social Work, University of Hertfordshire, Hatfield, Hertfordshire, UK
| | - Karen Mills
- PhD, is principal lecturer and program lead, Step Up to Social Work Programme, School of Health and Social Work, University of Hertfordshire, Hatfield, Hertfordshire, UK
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Chew HSJ, Ang WHD, Rusli KDB, Liaw SY, Ang NKE, Lau Y. Development and psychometric properties testing of the Non-Cognitive Skills Scale for nursing students. NURSE EDUCATION TODAY 2024; 132:105996. [PMID: 37918191 DOI: 10.1016/j.nedt.2023.105996] [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: 04/10/2023] [Revised: 10/01/2023] [Accepted: 10/18/2023] [Indexed: 11/04/2023]
Abstract
BACKGROUND Non-cognitive skills are crucial for nursing students to achieve their academic performance successfully and perform clinical practice effectively. Although different non-cognitive assessment tools have been established in various disciplines, few are focused on nursing students. OBJECTIVE The study aims to develop and psychometrically validate the Non-Cognitive Skills Scale (NCSS) for nursing students. DESIGN Qualitative and quantitative research design. SETTING One university in Singapore. PARTICIPANTS A total of 347 nursing educators and students participated in this study. METHODS A two-phase design was used. In the first phase, focus group discussions and literature reviews were conducted to generate the preliminary items of the NCSS. Content validity was established with an expert panel of 10 members, and the tool was pilot tested on 20 students. In the second phase, the number of items was reduced based on correlation coefficients and factor loading. The psychometric properties of the NCSS were tested on survey responses from 300 students. The Brief Resilience Scale, Trait Emotional Intelligence Questionnaire, and Big Five Inventory-10 were used to investigate concurrent and convergent validity. RESULTS A 39-item six-factor NCSS was developed with satisfactory model fit indices (χ2/df: 1.60, IFI: 0.92, TLI: 0.90, CFI: 0.92 and RMSEA: 0.05). Content validity was confirmed with a content validity index of 0.90. A pilot test was conducted to improve readability and clarity. Known-group validity discriminated against age and gender group differences in a predictable way. Concurrent validity and convergent validity were confirmed with acceptable correlation coefficients. Cronbach's α was 0.91, and test-retest reliability was 0.84. CONCLUSIONS The NCSS is a reliable and valid tool for assessing the non-cognitive attributes of nursing students. This scale can be considered an admission tool for selecting the suitability of nursing applicants for nursing programmes. Further validation of NCSS is needed using a longitudinal study design in multiple settings across countries.
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Affiliation(s)
- Han Shi Jocelyn Chew
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Wei How Darryl Ang
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Khairul Dzakirin Bin Rusli
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Sok Ying Liaw
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Neo Kim Emily Ang
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore; National University Health System, Singapore.
| | - Ying Lau
- The Nethersole School of Nursing, The Chinese University of Hong Kong, Hong Kong.
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Birgili F, Uğurlu NB, Dincer NG, Yazkan G, Alaca Ç, Acar F. Validity and reliability evaluation of the Turkish version of the Clinical Interpersonal Reactivity Index. Int J Nurs Pract 2023:e13220. [PMID: 38044815 DOI: 10.1111/ijn.13220] [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: 02/26/2023] [Revised: 10/24/2023] [Accepted: 11/07/2023] [Indexed: 12/05/2023]
Abstract
AIM This study was conducted to evaluate the validity and reliability of the Turkish version of the Clinical Interpersonal Reactivity Index, an instrument to assess nurses' empathy. BACKGROUND A practical empathic approach is valuable for planning nursing interventions suitable for the patient's conditions and needs and increasing patient satisfaction. DESIGN This is a methodological study. METHODS The study was carried out at Muğla Sıtkı Koçman University Training and Research Hospital, recruiting a total of 358 nurses between January and February 2023. Exploratory and confirmatory factor analyses were used to determine and validate the factor structure of the Clinical Interpersonal Reactivity Index. RESULTS The exploratory factor analysis extracted three factors. According to the confirmatory factor analysis, all goodness of fit measures were within acceptable limits. Cronbach's α values were 0.89 for the total scale with 17 items and between 0.73 and 0.81 for the factors. In test-retest analyses, all intra-class correlation coefficients were higher than 0.7, and the correlations between the first and second applications of the scale were between 0.61 and 0.73. CONCLUSION The Turkish version of the Clinical Interpersonal Reactivity Index can be applied as a valid and reliable measurement tool to evaluate empathy in Turkish nurses.
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Affiliation(s)
- Fatma Birgili
- Department of Nursing Muğla, Health Sciences Faculty, Muğla Sıtkı Koçman University, Muğla, Turkey
| | - Nezihe Bulut Uğurlu
- Department of Nursing Muğla, Health Sciences Faculty, Muğla Sıtkı Koçman University, Muğla, Turkey
| | - Nevin Güler Dincer
- Department of Statistics, Faculty of Science, Muğla, Muğla Sıtkı Koçman University, Muğla, Turkey
| | - Güllü Yazkan
- Department of Nursing Muğla, Health Sciences Faculty, Muğla Sıtkı Koçman University, Muğla, Turkey
| | - Çiğdem Alaca
- Department of Nursing Muğla, Health Sciences Faculty, Muğla Sıtkı Koçman University, Muğla, Turkey
| | - Feyza Acar
- Department of Nursing Muğla, Health Sciences Faculty, Muğla Sıtkı Koçman University, Muğla, Turkey
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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.
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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
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Basit G, Su S, Geçkil E, Basit O, Alabay KNK. The effect of drama-supported, patient role-play experience on empathy and altruism levels in nursing students: A randomized controlled study. Nurse Educ Pract 2023; 69:103634. [PMID: 37094434 DOI: 10.1016/j.nepr.2023.103634] [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: 06/08/2022] [Revised: 03/23/2023] [Accepted: 04/05/2023] [Indexed: 04/26/2023]
Abstract
AIM This study aims to determine the effect of drama-supported, patient role-play experiences on the empathy and altruism levels of nursing students. BACKGROUND Empathy, one of the most important skills of the nursing profession, has an important place in the patient-nurse relationship. To be empathetic, which is acknowledged as the most basic motivation of altruistic behavior, requires recognizing emotional states and understanding the needs of others. DESIGN The format of this study was a pre-test-post-test, regular parallel-group, randomized, controlled experiment. METHODS The study data were collected between October 2021 and February 2022. The research was carried out with second-year students at Necmettin Erbakan University, Faculty of Nursing, who did not have any history of hospitalization or any chronic diseases. All subjects agreed to participate in the study (n = 52, intervention group=26, control group 26). Data were collected using a Descriptive Characteristics Form, the Altruism Scale and the Jefferson Scale of Empathy for Nursing Students (JSENS). After a three-hour drama workshop, participants in the intervention group acted out the role of a bed-bound patient in the laboratory environment and no intervention was applied to the control group. A series of Mixed ANOVAs were conducted for the analysis of the data. RESULTS The mean age of participants was 19.94 years (SD = ± 1.31) and 83.7 % of the participants were women. The intervention group showed a significant increase in altruism compared with the control group, as evidenced by higher scores in the Altruism Scale Total Score and a significant group*time interaction effect. However, in the JSENS Total Score, including the perspective taking and standing in patient's shoes sub-dimensions, no differences were observed based on group, time and group * time interactions. CONCLUSION The patient role-play experience increased the empathy and altruism levels of nursing students, but the effect was not evident at the three-month follow-up.
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Affiliation(s)
- Gülden Basit
- Necmettin Erbakan University, Faculty of Nursing, Fundamentals of Nursing Department, Konya, Turkey.
| | - Serpil Su
- Necmettin Erbakan University, Faculty of Nursing, Fundamentals of Nursing Department, Konya, Turkey.
| | - Emine Geçkil
- Necmettin Erbakan University, Faculty of Nursing, Department of Child Health and Diseases Nursing, Konya, Turkey.
| | - Osman Basit
- Necmettin Erbakan University, Eregli Faculty of Education, Department of Pre-school Education, Konya, Turkey.
| | - Kübra Nur Köse Alabay
- Necmettin Erbakan University, Faculty of Nursing, Fundamentals of Nursing Department, Konya, Turkey.
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Giménez-Espert MDC, Maldonado S, Prado-Gascó V. Influence of Emotional Skills on Attitudes towards Communication: Nursing Students vs. Nurses. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:4798. [PMID: 36981707 PMCID: PMC10048995 DOI: 10.3390/ijerph20064798] [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: 01/10/2023] [Revised: 03/01/2023] [Accepted: 03/04/2023] [Indexed: 06/18/2023]
Abstract
Communication in nursing is essential to the quality of care and patients' satisfaction, and personal variables such as empathy and emotional intelligence (EI) can improve it; however, no studies have to date analyzed these competencies and their relations among nursing students compared with nurses. The aims of this study are, therefore, to analyze the differences between nursing students and nurses in the means for empathy, EI and attitudes towards communication in order to assess the impact of empathy and EI on nurses' and nursing students' attitudes towards communication, and their influence on the behavioral dimension of attitude. A cross-sectional descriptive study was performed on a convenience sample of 961 nursing students and 460 nurses from the Valencian Community, Spain. T-test and hierarchical regression models (HRM) were used. The data was collected in the selected universities in the 2018/2019 academic year. The results showed high levels in all the variables analyzed (i.e., empathy, EI, and attitudes towards communication) in both samples. The HRM results suggested that empathy was a better predictor than EI of the attitudes towards patient communication among both the nursing students and nurses. In the behavioral dimension of the attitude, the cognitive and affective dimensions had greater weight than the emotional component (i.e., empathy and EI). Developing empathy and the cognitive dimension of the attitude in nursing students and nurses could, therefore, help improve EI and attitudes towards communication. These findings are important for developing intervention programs adjusted to real needs.
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Affiliation(s)
- María del Carmen Giménez-Espert
- Nursing Department, Faculty of Nursing and Chiropody, University of Valencia, Avd/ Menéndez Pelayo, s/n, 46010 Valencia, Spain
| | - Sandra Maldonado
- Nursing Department of the School of Health Sciences, Human Services and Nursing, Lehman College, CUNY, 250 Bedford Park West, New York, NY 10468, USA
| | - Vicente Prado-Gascó
- Social Psychology Department, Faculty of Psychology, University of Valencia, Av. Blasco Ibáñez, 21, 46010 Valencia, Spain
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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.
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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
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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.
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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.
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Addiss DG, Richards A, Adiabu S, Horwath E, Leruth S, Graham AL, Buesseler H. Epidemiology of compassion: A literature review. Front Psychol 2022; 13:992705. [DOI: 10.3389/fpsyg.2022.992705] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/12/2022] [Accepted: 09/21/2022] [Indexed: 11/18/2022] Open
Abstract
Psychology and neuroscience have contributed significantly to advances in understanding compassion. In contrast, little attention has been given to the epidemiology of compassion. The human experience of compassion is heterogeneous with respect to time, place, and person. Therefore, compassion has an epidemiology, although little is known about the factors that account for spatial or temporal clustering of compassion or how these factors might be harnessed to promote and realize a more compassionate world. We reviewed the scientific literature to describe what is known about “risk factors” for compassion towards others. Studies were included if they used quantitative methods, treated compassion as an outcome, and used measures of compassion that included elements of empathy and action to alleviate suffering. Eighty-two studies met the inclusion criteria; 89 potential risk factors were tested 418 times for association with compassion. Significant associations with compassion were found for individual demographic factors (e.g., gender, religious faith); personal characteristics (e.g., emotional intelligence, perspective-taking, secure attachment); personal experience (e.g., previous adversity); behaviors (e.g., church attendance); circumstantial factors during the compassion encounter (e.g., perceptions of suffering severity, relational proximity of the compassion-giver and -receiver, emotional state of the compassion-giver); and organizational features. Few studies explored the capacity to receive, rather than give, compassion. Definitions and measures of compassion varied widely across disciplines; 87% of studies used self-report measures and 39% used a cross-sectional design. Ten randomized clinical trials documented the effectiveness of compassion training. From an epidemiologic perspective, most studies treated compassion as an individual host factor rather than as transmissible or influenced by time or the environment. The causal pathways leading from suffering to a compassionate response appear to be non-linear and complex. A variety of factors (acting as effect modifiers) appear to be permissive of—or essential for—the arising of compassion in certain settings or specific populations. Future epidemiologic research on compassion should take into account contextual and environmental factors and should elucidate compassion-related dynamics within organizations and human systems. Such research should be informed by a range of epidemiologic tools and methods, as well as insights from other scientific disciplines and spiritual and religious traditions.
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Xia Y, Chen Q, Zeng L, Guo Q, Liu H, Fan S, Huang H. Factors associated with the patient privacy protection behaviours of nursing interns in China: A cross-sectional study. Nurse Educ Pract 2022; 65:103479. [DOI: 10.1016/j.nepr.2022.103479] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/05/2022] [Revised: 10/10/2022] [Accepted: 10/21/2022] [Indexed: 11/24/2022]
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Fernández-Gutiérrez M, Bas-Sarmiento P, del Pino-Chinchilla H, Poza-Méndez M, Marín-Paz AJ. Effectiveness of a multimodal intervention and the simulation flow to improve empathy and attitudes towards older adults in nursing students: A crossover randomised controlled trial. Nurse Educ Pract 2022; 64:103430. [DOI: 10.1016/j.nepr.2022.103430] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/22/2022] [Revised: 08/10/2022] [Accepted: 08/15/2022] [Indexed: 11/28/2022]
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McMillian-Bohler J, Gedzyk-Neiman S, Hepler B, May JT, Koch A. The Power of a Story: Enhancing Students' Empathy for Transgender Pregnant Men. J Nurs Educ 2022; 61:489-492. [PMID: 35944194 DOI: 10.3928/01484834-20220602-11] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
BACKGROUND Transgender individuals continue to face stigma and discrimination within the health care system. Sharing the lived experience of transgender pregnant men can increase awareness, understanding, and empathy for this underrepresented population. METHOD A transgender man (and advocate) shared his pregnancy experiences with students enrolled in a maternity course. Students completed pre- and postpresentation surveys on their perceptions of working with transgender patients and the importance of providing transgender-affirming care. RESULTS Students reported the speaker's presentation increased their awareness of the experience of transgender patients. Many students reported increased interest and desire to provide trans-affirming care. CONCLUSION Nursing faculty can provide opportunities for students to meet and speak with transgender patients as a strategy to increase empathy and reduce discrimination toward transgender patients in health care. [J Nurs Educ. 2022;61(8):489-492.].
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Brotons P, Virumbrales M, Elorduy M, Díaz de Castellví S, Mezquita P, Gené E, Balaguer A. Improvement of medical students' performance in simulated patient interviews by pre-clinical communication training. INTERNATIONAL JOURNAL OF MEDICAL EDUCATION 2022; 13:148-153. [PMID: 35716402 PMCID: PMC9902174 DOI: 10.5116/ijme.6299.c15f] [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: 01/11/2022] [Accepted: 06/03/2022] [Indexed: 06/15/2023]
Abstract
OBJECTIVES To compare the communication skills shown by medical students during simulated patient interviews between those who received training in communication during the preclinical years and those who did not. METHODS A retrospective study was conducted to analyze the communication skills of several cohorts of fourth-year medical students from Universitat Internacional de Catalunya during simulated patient interviews. Out of a total of 477 students included in the study, 229 (48%) had received training in communication skills through a 60-hour elective course during the preclinical second year, while the remaining 248 (52%) had received none. Communication skills were assessed by an evaluation team using a numerical scale (0 to 10) that included eight categories: "verbal", "non-verbal", "empathy", "concreteness", "warmth", "message content", "assertiveness", and "respect". Scores obtained by trained and non-trained students were compared using the t-test. RESULTS A trend towards obtaining better results was observed among students who had received communication training (mean score: 6.98/10) versus none (6.83/10, t(1,869)=-1.95, p=0.05). Non-trained male students obtained significantly lower mean scores than non-trained females in the categories of "respect" (7.48/10 vs. 7.83/10, t(968)=-2.89, p<0.01), "verbal communication" (6.87/10 vs. 7.15/10, t(968)=-2.61, p=0.01), "warmth" (6.53/10 vs. 6.95/10, t(968)=-3.40, p<0.01), and "non-verbal communication" (6.49/10 vs. 6.79/10, t(968)=-2.48, p=0.01). Trained female and male students had similar scores. CONCLUSIONS Training in communication skills during the preclinical years may improve fourth-year students' performance in simulated interviews with patients, particularly among males. These results demonstrate the importance of introducing specific training in communication skills early in the undergraduate medical curriculum.
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Affiliation(s)
- Pedro Brotons
- Department of Medicine, School of Medicine and Health Sciences, Universitat Internacional de Catalunya, Barcelona, Spain
| | - Montserrat Virumbrales
- Department of Medicine, School of Medicine and Health Sciences, Universitat Internacional de Catalunya, Barcelona, Spain
| | - Marta Elorduy
- Department of Medicine, School of Medicine and Health Sciences, Universitat Internacional de Catalunya, Barcelona, Spain
| | - Sandra Díaz de Castellví
- Department of Medicine, School of Medicine and Health Sciences, Universitat Internacional de Catalunya, Barcelona, Spain
| | - Pau Mezquita
- Department of Medicine, School of Medicine and Health Sciences, Universitat Internacional de Catalunya, Barcelona, Spain
| | - Emili Gené
- Department of Medicine, School of Medicine and Health Sciences, Universitat Internacional de Catalunya, Barcelona, Spain
| | - Albert Balaguer
- Department of Medicine, School of Medicine and Health Sciences, Universitat Internacional de Catalunya, Barcelona, Spain
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Brunero S, Cowan D, Chaniang S, Lamont S. Empathy education in post-graduate nurses: An integrative review. NURSE EDUCATION TODAY 2022; 112:105338. [PMID: 35367861 DOI: 10.1016/j.nedt.2022.105338] [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: 02/06/2022] [Revised: 03/14/2022] [Accepted: 03/23/2022] [Indexed: 05/27/2023]
Abstract
AIM This study reviews the outcomes of programmes teaching empathy to post-graduate nurses. BACKGROUND Nurses who are able to empathise with their patients, place themselves within a preferred position to deliver better patient outcomes. There have been substantial efforts to improve the empathy skill level of undergraduate nursing students, with success but understanding this skill level at the post graduate level is limited. DESIGN An integrated literature review of the qualitative and quantitative literature on nurse post graduate education programmes over the last 10 years was conducted. DATA SOURCES CINAHL, Medline, Psych-Info, Google Scholar and hand searching of reference lists of relevant papers were used. REVIEW METHODS The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement and the Mixed Methods Appraisal Tool (MMAT) was used for quality appraisal. RESULTS The review includes nine quantitative non randomised studies and one qualitative study. The findings suggest that empathy skills in post graduate nurses can be improved, but given the variation in the operational definition of empathy used, range in frequency and length of training and speciality specific requirements further work is needed to understand the use of 'empathy' in the post graduate nurse. CONCLUSION Future non university based or 'in house' empathy education in nursing should focus on the post graduate nurse and the needs of their clinical specialties.
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Affiliation(s)
- Scott Brunero
- Mental Health Liaison, Prince of Wales Hospital, Casual Academic Western Sydney University, Southern Cross University, Randwick 2031, NSW, Australia.
| | - Darrin Cowan
- Mental health and Drug and Alcohol, Mid North Coast Health Service, Port Macquaire, NSW, Australia
| | - Surachai Chaniang
- Mental Health and Psychiatric Nursing Department, Borromarajjonnani College of Nursing, Nakhon Phanom University, Nakhon Phanom, Thailand
| | - Scott Lamont
- Mental Health Liaison, Prince of Wales Hospital, Casual Academic Southern Cross University, Randwick 2031, NSW, Australia
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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.
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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
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Escribano S, Cabañero-Martínez MJ, Fernández-Alcántara M, García-Sanjuán S, Montoya-Juárez R, Juliá-Sanchis R. Efficacy of a Standardised Patient Simulation Programme for Chronicity and End-of-Life Care Training in Undergraduate Nursing Students. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph182111673. [PMID: 34770187 PMCID: PMC8583232 DOI: 10.3390/ijerph182111673] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 09/22/2021] [Revised: 10/28/2021] [Accepted: 11/04/2021] [Indexed: 11/16/2022]
Abstract
BACKGROUND Standardised patient simulations seem to be useful for improving the communication skills of health sciences students. However, it is important to define the effectiveness of these types of interventions in complex scenarios linked to disease chronicity and end-of-life contexts. METHODS A quasi-experimental study with pre- and post-intervention measures was carried out in a single group. A total of 161 nursing students completed different assessment instruments to measure their attitudes towards communication (Attitude Toward Communication Scale), self-efficacy (Self-Efficacy of Communication Skills, SE-12), and communication skills (Health Professionals Communication Skills Scale, EHC-PS) before and after simulation training with standardised patients. The objective of the program was to train students in non-technical skills for complex situations involving chronicity and end-of-life care. It comprised eight sessions lasting 2.5 h each. RESULTS The results showed notable baseline gender differences in attitudes towards communication and in the informative communication dimension, with women obtaining higher scores. The participants' self-efficacy and communication skills significantly improved after completing the intervention, with no significant differences being found for the attitudes towards communication variable. CONCLUSION The standardised patient simulation programme for complex scenarios related to chronicity and end-of-life contexts improved communication self-efficacy and communication skills in these nursing students. In future work it will be important to analyse the influence of gender and attitudes towards communication as variables in the learning of communication skills in nursing students.
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Affiliation(s)
- Silvia Escribano
- Department of Nursing, Faculty of Health Sciences, Institute for Health and Biomedical Research (ISABIAL), University of Alicante, 03690 San Vicente del Raspeig, Spain; (S.E.); (S.G.-S.); (R.J.-S.)
| | - María José Cabañero-Martínez
- Department of Nursing, Faculty of Health Sciences, Institute for Health and Biomedical Research (ISABIAL), University of Alicante, 03690 San Vicente del Raspeig, Spain; (S.E.); (S.G.-S.); (R.J.-S.)
- Correspondence:
| | - Manuel Fernández-Alcántara
- Department of Health Psychology, Faculty of Health Sciences, University of Alicante, 03690 San Vicente del Raspeig, Spain;
| | - Sofía García-Sanjuán
- Department of Nursing, Faculty of Health Sciences, Institute for Health and Biomedical Research (ISABIAL), University of Alicante, 03690 San Vicente del Raspeig, Spain; (S.E.); (S.G.-S.); (R.J.-S.)
| | - Rafael Montoya-Juárez
- Department of Nursing, Faculty of Health Sciences, University of Granada, 18016 Granada, Spain;
| | - Rocío Juliá-Sanchis
- Department of Nursing, Faculty of Health Sciences, Institute for Health and Biomedical Research (ISABIAL), University of Alicante, 03690 San Vicente del Raspeig, Spain; (S.E.); (S.G.-S.); (R.J.-S.)
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Chua JYX, Ang E, Lau STL, Shorey S. Effectiveness of simulation-based interventions at improving empathy among healthcare students: A systematic review and meta-analysis. NURSE EDUCATION TODAY 2021; 104:105000. [PMID: 34146845 DOI: 10.1016/j.nedt.2021.105000] [Citation(s) in RCA: 17] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/12/2020] [Revised: 04/13/2021] [Accepted: 05/31/2021] [Indexed: 06/12/2023]
Abstract
OBJECTIVE To examine the effectiveness of simulation-based interventions in improving empathy among healthcare students. DESIGN A systematic review and meta-analysis of randomized controlled trials and clinical controlled trials. DATA SOURCES Studies in English language were sourced from seven electronic databases (PubMed, Embase, CINAHL, PsycINFO, Web of Science, Scopus and ProQuest Dissertations & Theses Global) from their respective inception dates until October 2020. REVIEW METHODS This review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Random-effect meta-analyses were conducted. Heterogeneity was assessed using the I2 statistics and Cochran's Q chi-squared test. Quality appraisal was conducted using the Cochrane risk of bias tool and the Grades of Recommendation, Assessment, Development, and Evaluation approach. Publication bias was assessed using funnel plots. RESULTS Sixteen studies were included in this review. Meta-analysis reported statistically significant small, medium and very large effect sizes for empathy reported by healthcare students (SMD = 0.46, 95% CI: 0.25 to 0.66), simulated patients (SMD = 0.65, 95% CI: 0.41 to 0.89) and other personnel (independent observers, faculty members and examiners) (SMD = 1.27, 95% CI: 0.64 to 1.90) respectively, showing the effectiveness of simulation-based interventions in improving empathy among healthcare students. Subgroup analyses found that role-play was more effective than simulated patient and disease-state simulations. Multi-sessional interventions conducted for up to seven months and group-based simulation delivery were found to be more effective. CONCLUSION Educational institutions should conduct regular simulation-based interventions to continuously develop healthcare students' empathy during their academic journey. Future trials should involve students from more diverse healthcare disciplines. Empathy should be measured in a standardized manner and rely less on self-reported measures. Role-play segments and group-based simulations could be added to increase interventions' effectiveness. Studies should conduct longer follow-up assessments to determine the sustainability of students' empathy following intervention. Future research is needed to corroborate the current findings.
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Affiliation(s)
- Joelle Yan Xin Chua
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Level 2, Clinical Research Centre, Block MD11, 10 Medical Drive, 117597, Singapore
| | - Emily Ang
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Level 2, Clinical Research Centre, Block MD11, 10 Medical Drive, 117597, Singapore
| | - Siew Tiang Lydia Lau
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Level 2, Clinical Research Centre, Block MD11, 10 Medical Drive, 117597, Singapore
| | - Shefaly Shorey
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Level 2, Clinical Research Centre, Block MD11, 10 Medical Drive, 117597, Singapore.
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Aoki Y, Katayama H. Development of the Clinical Interpersonal Reactivity Index to evaluate nurses' empathy. Nurs Health Sci 2021; 23:862-870. [PMID: 34431189 PMCID: PMC9293200 DOI: 10.1111/nhs.12875] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/04/2021] [Revised: 08/02/2021] [Accepted: 08/09/2021] [Indexed: 12/01/2022]
Abstract
We determined the validity and reliability of the Clinical Interpersonal Reactivity Index in a sample of Japanese nurses. Participants were registered nurses at national university hospitals and nursing researchers in Japan. A postal questionnaire was conducted. Construct validity was analyzed by exploratory and confirmatory factor analysis, and convergent validity demonstrated using the Interpersonal Reactivity Index. The Clinical Interpersonal Reactivity Index has an 18-item, two-factor structure with Cronbach's alpha values of 0.87 and 0.73. Confirmatory factor analysis showed a goodness-of-fit index of 0.917, an adjusted goodness-of-fit of 0.894, a root mean square error of approximation of 0.60, and a comparative fit index of 0.911. Correlation analysis between the Clinical Interpersonal Reactivity Index and Interpersonal Reactivity Index indicated the factors were significantly correlated for empathic concern and perspective taking (r = 0.439-0.401). Test-retest assessment showed reliability coefficients for the first factor as r = 0.859 and the second factor as r = 0.709. The Clinical Interpersonal Reactivity Index demonstrated validity and reliability for Japanese nurses. The two factors evaluated perspective taking and unconditional positive regard.
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Affiliation(s)
- Yoshimi Aoki
- Department of Fundamental Nursing, Hamamatsu University School of Medicine, Shizuoka, Japan
| | - Harumi Katayama
- Department of Fundamental Nursing, Hamamatsu University School of Medicine, Shizuoka, Japan
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Serafin L, Danilewicz D, Chyla P, Czarkowska-Pączek B. What is the most needed competence for newly graduated generation z nurses? Focus groups study. NURSE EDUCATION TODAY 2020; 94:104583. [PMID: 32920466 DOI: 10.1016/j.nedt.2020.104583] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/24/2019] [Revised: 07/02/2020] [Accepted: 08/17/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Research conducted so far in the area of identifying competence needed for newly graduated nurses has allowed for the identification of both strengths and weaknesses of nurses beginning work. However, the analyses conducted so far requires supplements in terms of difficulties and the strengths in respect to competence of graduates from the currently entering Generation Z. OBJECTIVES To explore Generation Z newly graduated nurses' competence that increase their work efficiency and support them during periods of professional adaptation. DESIGN A qualitative exploratory-descriptive design. PARTICIPANTS Twenty-nine participants attended the interviews conducted in 4 focus groups: nursing students, newly graduated nurses, nurse managers and clinical nurses with at least 10 years of working experience. METHODS Qualitative research utilized focus groups that were conducted based on the same semi-structured interview, which ensured similar key topics were discussed by each group. The COREQ criteria were used in the reporting of this study. RESULTS We determined the characteristics and difficulties of the adaptation period for newly graduated Generation Z nurses and identified six of the most needed competence: knowledge and the ability to use it in practice, communication skills, teamwork, openness to development, decision-making, coping with stress and empathy. The topics of self-confidence, assertiveness and empathy were also discussed in each group. CONCLUSION Analysis based on focus groups identified good preparation in knowledge, openness to development and empathy; however, deficiencies were found in the other competence. Competence indicated as the most important in Generation Z nurses' practice were interrelated. Deficits in some of them can cause difficulties in using others.
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Affiliation(s)
- Lena Serafin
- Department of Clinical Nursing, Health Sciences Faculty, Medical University of Wasaw, 01-445 Warsaw, Ciołka Street 27, Poland.
| | - Dariusz Danilewicz
- Collegium of Bussines Administration, Institute of Human Capital, Warsaw School of Economics, 02-554 Warsaw, al. Niepodległości 162, Poland
| | - Piotr Chyla
- Department of Clinical Nursing, Health Sciences Faculty, Medical University of Wasaw, 01-445 Warsaw, Ciołka Street 27, Poland
| | - Bożena Czarkowska-Pączek
- Department of Clinical Nursing, Health Sciences Faculty, Medical University of Wasaw, 01-445 Warsaw, Ciołka Street 27, Poland
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21
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Brekalo Prso I, Mocny-Pachońska K, Trzcionka A, Pezelj-Ribaric S, Paljevic E, Tanasiewicz M, Persic Bukmir R. Empathy amongst dental students: An institutional cross-sectional survey in Poland and Croatia. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2020; 24:687-694. [PMID: 33462930 DOI: 10.1111/eje.12557] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/15/2019] [Revised: 04/21/2020] [Accepted: 05/29/2020] [Indexed: 06/12/2023]
Abstract
AIM To determine and compare levels of empathy and its dimensions in Polish and Croatian dental students. METHODS Fourth- and fifth-year dental students (N = 193) at the University of Rijeka and University of Silesia completed questionnaires to determine levels of overall empathy and its dimensions: compassionate care (CC), perspective taking (PT) and ability to stand in someone else's shoes (ASSES). Total empathy and its dimensions were analysed depending on the country of origin, year of study and gender of the participants. The HPS version of the Jefferson Scale of Physician Empathy was used to conduct the research. Statistical analysis was performed using the Mann-Whitney U test. RESULTS The analysis showed no significant differences in total empathy level between Polish and Croatian students (P = .838). However, separate analysis of empathy items showed significant differences between the two groups. Croatian students obtained significantly higher average PT values (P = .021), whilst Polish students had significantly higher CC scores (P < .001). Analysis of Croatian respondents revealed significantly higher ASSES scores in the fourth- and fifth-year students (P = .047). Analysis in the Polish group demonstrated an increase in PT scores from the fourth to the fifth year of study (P = .008). CONCLUSION Croatian students scored higher on items associated with cognitive empathy, whilst Polish students displayed higher values in the aspect of emotional empathy. The present results demonstrated an increase in cognitive empathy level in Polish students, whilst in their Croatian colleagues, the level of cognitive empathy decreased with the progression of the academic programme.
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Affiliation(s)
- Ivana Brekalo Prso
- Department of Endodontics and Restorative Dentistry, Faculty of Dental medicine, University of Rijeka, Rijeka, Croatia
- University of Osijek, Osijek, Croatia
| | - Katarzyna Mocny-Pachońska
- Department of Conservative Dentistry with Endodontics, School of Medicine with the Division of Dentistry, Medical University of Silesia in Katowice, Bytom, Poland
| | - Agata Trzcionka
- Department of Conservative Dentistry with Endodontics, School of Medicine with the Division of Dentistry, Medical University of Silesia in Katowice, Bytom, Poland
| | - Sonja Pezelj-Ribaric
- University of Osijek, Osijek, Croatia
- Department of Oral Medicine and Periodontology, Faculty of Dental medicine, University of Rijeka, Rijeka, Croatia
| | - Ema Paljevic
- Department of Endodontics and Restorative Dentistry, Faculty of Dental medicine, University of Rijeka, Rijeka, Croatia
| | - Marta Tanasiewicz
- Department of Conservative Dentistry with Endodontics, School of Medicine with the Division of Dentistry, Medical University of Silesia in Katowice, Bytom, Poland
| | - Romana Persic Bukmir
- Department of Endodontics and Restorative Dentistry, Faculty of Dental medicine, University of Rijeka, Rijeka, Croatia
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Mufato LF, Gaiva MAM. Reasons why of nurses empaty with newborn families in neonatal ICU. ACTA ACUST UNITED AC 2020; 41:e20190508. [PMID: 33111830 DOI: 10.1590/1983-1447.2020.20190508] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/27/2020] [Accepted: 04/28/2020] [Indexed: 11/22/2022]
Abstract
OBJECTIVE To understand the empathic conduct and the reasons why nurses empathize with relatives of newborns in a Neonatal Intensive Care Unit. METHODS Phenomenological research, performed in a hospital in Mato Grosso, Brazil. Data were collected between May and August 2018, through interviews with 11 nurses experienced in neonatal care, and analyzed through the lens of Alfred Schutz's Social Phenomenology. RESULTS Presented by two categories: nurses' empathy with family members of newborns in Neonatal ICU: empathic conduct; and, the reasons why the empathic conduct of nurses with family members in neonatal ICU. FINAL CONSIDERATIONS Empathy occurred centrally with the mother of newborns, expressed in communication, identification and construction of bonds. The reasons why the nurses' personal experiences are linked to motherhood, grief and suffering.
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Affiliation(s)
- Leandro Felipe Mufato
- Universidade do Estado de Mato Grosso (UNEMAT), Departamento de Enfermagem. Tangará da Serra, Mato Grosso, Brasil.,Universidade Federal de Mato Grosso (UFMT), Faculdade de Enfermagem, Programa de Pós-Graduação em Enfermagem. Cuiabá, Mato Grosso, Brasil
| | - Maria Aparecida Munhoz Gaiva
- Universidade Federal de Mato Grosso (UFMT), Faculdade de Enfermagem, Programa de Pós-Graduação em Enfermagem. Cuiabá, Mato Grosso, Brasil
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Gutiérrez-Puertas L, Márquez-Hernández VV, Gutiérrez-Puertas V, Granados-Gámez G, Aguilera-Manrique G. Interpersonal communication, empathy, and stress perceived by nursing students who use social networks. J Adv Nurs 2020; 76:2610-2617. [PMID: 32803905 DOI: 10.1111/jan.14494] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/26/2020] [Revised: 06/06/2020] [Accepted: 06/26/2020] [Indexed: 11/29/2022]
Abstract
AIM The objective of this study was to explore interpersonal communication, empathy, and stress perceived by nursing students who use social networks. DESIGN A cross-sectional study was performed. METHODS A convenience sample of 135 nursing students. For data collection, the following instruments were used: The WhatsApp Negative Impact Scale, The Perceived Stress Scale, The Interpersonal Communication Competence Inventory, and the Jefferson Scale of Empathy. Data collection took place in February 2020. RESULTS A negative correlation was found between the WhatsApp Negative Impact and the Jefferson Scale of Empathy (rs = -0.204; p = .019). Conversely, a positive correlation was also observed between the Interpersonal Communication Competence Inventory and the Jefferson Scale of Empathy (rs = 0.212; p = .014). CONCLUSION Nursing students' use of new technology could be problematic and interfere with their therapeutic communication skills. IMPACT This study addresses the problem of social network use in the clinical setting and how this can influence nursing students' therapeutic communication skills with patients. The results of this study have showed that, among nursing students, social network use has a negative impact, showing decreased empathy. Likewise, students who show a greater level of empathy have better interpersonal communication skills. However, significant results were not found between psychological distress and problematic social network use. Therefore, it is necessary to perform additional studies that would further explore this aspect. This study allows us to explore the negative impact of social networks on therapeutic communication, with the aim of developing prevention strategies at university institutions.
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Affiliation(s)
- Lorena Gutiérrez-Puertas
- Department of Nursing, Physiotherapy and Medicine. Faculty of Health Sciences, University of Almeria, Almeria, Spain
| | - Verónica V Márquez-Hernández
- Department of Nursing, Physiotherapy and Medicine. Faculty of Health Sciences, University of Almeria, Almeria, Spain.,Research group of Health Sciences CTS-451, University of Almeria, Almeria, Spain
| | - Vanesa Gutiérrez-Puertas
- Department of Nursing, Physiotherapy and Medicine. Faculty of Health Sciences, University of Almeria, Almeria, Spain
| | - Genoveva Granados-Gámez
- Department of Nursing, Physiotherapy and Medicine. Faculty of Health Sciences, University of Almeria, Almeria, Spain.,Research group of Health Sciences CTS-451, University of Almeria, Almeria, Spain
| | - Gabriel Aguilera-Manrique
- Department of Nursing, Physiotherapy and Medicine. Faculty of Health Sciences, University of Almeria, Almeria, Spain.,Research group of Health Sciences CTS-451, University of Almeria, Almeria, Spain
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