Developing Empathy in Nurses: An Inservice Training Program

Ançel, Gülsüm

doi:10.1016/j.apnu.2006.05.002

Cited by 98 publications

(130 citation statements)

References 38 publications

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“…Çünkü hemşire tarafından anlaşıldığını hisseden birey önemsendiğini, ona güvenildiğini ve değer verildiğini düşünür ve hemşirelik girişim-lerini kabul ederek kendi bakımına katılır (18,19). Bu durumda hemşirenin bireye ulaşması kolaylaşır, dolayısıyla bireyselleşmiş bakım ve olumlu tedavi edici ortam sağlanmış olur (19)(20)(21)(22). Hemşirelik öğrencileri örgün eğitimleri sırasında empatik yaklaşıma yönelik dersler almakta ve uygulamaları sırasında kullanmaları için teşvik edilmektedir.…”

Section: Introductionunclassified

Çocuk Hemşiresi ve Öğrencilerinin Empatik Eğiliminin Aile Merkezli Yaklaşımına Etkisinin Karşılaştırmalı Olarak İncelenmesi

Yayan¹,

Dağ²,

Düken³

2018

Sağlık Bilimleri Ve Meslekleri Dergisi

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Section: Introductionunclassified

Çocuk Hemşiresi ve Öğrencilerinin Empatik Eğiliminin Aile Merkezli Yaklaşımına Etkisinin Karşılaştırmalı Olarak İncelenmesi

Yayan¹,

Dağ²,

Düken³

2018

Sağlık Bilimleri Ve Meslekleri Dergisi

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“…Traditional educational efforts may no longer be considered worthy of attention and resources. Current research into empirically supported strategies for teaching empathy, for example, might become less of a priority, or even abandoned (Ançel 2006;Batt-Rawden et al 2013;Kidd and Castano 2013;Trothen 2016;Vanlaere et al 2012). Moral bioenhancements may help motivate us to be more self-reflexive and altruistic.…”

Section: Concluding Summary: Seeing Moral Bioenhancements From An Intmentioning

confidence: 99%

“…We embrace educational strategies, for example, with the goal of changing and shaping us, including our moral selves. We are developing cutting-edge forms of moral bioenhancements, and we are also developing cutting-edge educational means of moral enhancement (Ançel 2006;Batt-Rawden et al 2013;Kidd and Castano 2013). Both moral enhancement modes could potentially be used to help us to be who we want to be, and help improve the world.…”

Section: Choosing Authenticallymentioning

confidence: 99%

Moral Bioenhancement through An Intersectional Theo-Ethical Lens: Refocusing on Divine Image-Bearing and Interdependence

Trothen

2017

Religions

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This article begins with a brief interrogation of the meanings of moral and virtue. Next, an intersectional Christian theo-ethical lens focusing on humans as divine image-bearers is used to generate critical insights regarding the influence of extreme individualism on approaches to moral bioenhancement. This alternative lens emphasizes the interdependence of life, and the contextual character of moral dispositions. The question of what it means to be creatures bearing the imago dei and making moral choices, is at the center of this exploration. The author concludes that while there may be justifiable exceptions, for now moral bioenhancements are unwarranted. Moral improvement will be better achieved through more effective educational strategies, and possibly spiritual enhancements, that are geared toward appreciation for the interdependence of all life.

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“…show that education was effective on development of emphatic skills (Tutuk ve Doğan, 2002;Mete and Gerçek, 2005;Ançel, 2006;Avcı et al, 2013). The objectives of nursing education at universities are; to ensure students' creativity, critical thinking skills and the continuation of the self-development.…”

Section: Critical Thinking and Empathic Disposition Of Nursing Studentsmentioning

confidence: 99%

Determination The Critical Thinking and Empathy Disposition of Nursing Students

Günaydın¹,

Barlas²

2015

Mid. Black Sea J of Health Sci.

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Objective: The aim of this study was to determine the factors affecting critical thinking and empathic disposition of nursing students and the relationships between the empathy and critical thinking disposition in nursing education. Methods: The study was carried out on undergraduate students at nursing school during 2011-2012 academic years. The sample consisted of 276 students who had agreed to participate in the research, 30.7% of them were the first year students (freshman), 27.4 % were the second year students (sophomore), 20.2% were the third year students (junior) and 20.9% were the fourth year students (senior) of nursing program. California Critical Thinking Disposition Inventory (CCTDI) designed by Kökdemir and Empathic Tendency Scale invented by Dökmen were used to assess the research data. Furthermore, an "Individual Information Form" questioning the grades, genders and parental education levels of the nursing students was prepared and applied by the researcher. Results: The mean score for the Empathic Tendency Scale was 53.25±6.57, the mean score for the Critical Thinking Disposition Scale was 209.95±25.26. Correlation analysis revealed significant relationships between the students' scores of Empathic Tendency Scale and total score of Critical Thinking Disposition Scale (r=0.186 p<0.05). Significant differences were observed in total scores for the Critical Thinking Disposition Scale, Empathic Tendency Scale and Analytical Thinking Sub-scale of student groups (p<0.01). The differences were especially distinctive in fourth year students of nursing program. However, there was no relationship between the nursing students' critical thinking disposition sub-scales and empathic tendencies (p>0.05). It was detected that nursing students' critical thinking ability was not affected by their genders and parental education levels. Conclusion: A significant relationship was observed between the Empathic Tendency and general Critical Thinking Disposition and Analytical Thinking skills. The differences were also observed between the class levels in terms of Empathic Tendency and Critical Thinking Disposition and it was also observed that nursing students' critical thinking disposition scores were considerably low. These findings suggest that these skills can be enhanced with education. Current findings revealed that emphasis should be placed on practical works to develop students' ability of empathy and critical thinking disposition in class levels.

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Developing Empathy in Nurses: An Inservice Training Program

Cited by 98 publications

References 38 publications

Çocuk Hemşiresi ve Öğrencilerinin Empatik Eğiliminin Aile Merkezli Yaklaşımına Etkisinin Karşılaştırmalı Olarak İncelenmesi

Çocuk Hemşiresi ve Öğrencilerinin Empatik Eğiliminin Aile Merkezli Yaklaşımına Etkisinin Karşılaştırmalı Olarak İncelenmesi

Moral Bioenhancement through An Intersectional Theo-Ethical Lens: Refocusing on Divine Image-Bearing and Interdependence

Determination The Critical Thinking and Empathy Disposition of Nursing Students

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