Empathic Communication in Virtual Education for Nursing Students

Strekalova, Yulia A.; Krieger, Janice L.; Kleinheksel, A. J.; Kotranza, Aaron

doi:10.1097/nne.0000000000000308

Cited by 23 publications

(15 citation statements)

References 18 publications

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“…Under such a heavy workload, good nurse–patient communication skills and nurse–patient relationships are extremely important to reduce the rate of missed detection. Nurses’ lack of awareness of patients’ emotions in nurse–patient communication may easily lead to a decrease in patient cooperation (Kourkouta & Papathanasiou, 2014; Strekalova et al., 2017). Moreover, the failure of patients and their families to cooperate with the investigation of epidemiological history may easily lead to the risk of missed cases, resulting in great pressure on pre‐examination and triage nurses and further increasing their sense of job frustration and job burnout (Feo et al, 2017; Liu et al., 2019).…”

Section: Introductionmentioning

confidence: 99%

The effect of a short‐term Balint group on the communication ability and self‐efficacy of pre‐examination and triage nurses during COVID‐19

Yang

Zhou

Wang

et al. 2020

Journal of Clinical Nursing

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Aims and objectives To investigate the effect of a short‐term Balint group on the improvement in communication ability and self‐efficacy of pre‐examination and triage nurses during coronavirus disease 2019 (COVID‐19). Background Working on the front lines of COVID‐19 has brought unprecedented psychological stress on pre‐examination and triage nurses. Nurse–patient communication ability and the level of self‐efficacy are both significant for nurses’ psychosomatic health and work input. However, limited empirical evidence exists regarding nurse–patient communication and self‐efficacy and specific psychological intervention effects. Design Cross‐sectional research fulfilling the completed checklist of items that should be included in reports of cross‐sectional studies (Appendix S1). Methods Nurses (n = 41) in the first layer of pre‐examination and triage were engaged in a Balint group activity twice a week for two weeks. They were assessed with the General Self‐Efficacy Scale (GSES) pre‐ and postintervention, and a nurse–patient communication survey form was developed for further postintervention evaluation. The sample was recruited from a class A third‐grade hospital in Sichuan, China. Results Most of the subjects reported improvement in nurse–patient communication, increased cooperation between patients and their families, and a decreased missed examination rate after the intervention. Moreover, the total mean score of the GSES of nurses after the intervention was increased, but the difference was not statistically significant. The scores of all items in the GSES were improved, and the scores increase for item 4 (I am confident that I can effectively deal with any unexpected event) was statistically significant. Conclusions During the COVID‐19 pandemic, a short‐term Balint group activity can improve the communication ability and self‐efficacy level of front‐line nurses to some extent. Relevance to clinical practice This information may provide some theoretical support for the development of early psychological interventions during major epidemic situations.

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Section: Introductionmentioning

confidence: 99%

The effect of a short‐term Balint group on the communication ability and self‐efficacy of pre‐examination and triage nurses during COVID‐19

Yang

Zhou

Wang

et al. 2020

Journal of Clinical Nursing

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“…Although communication is an essential goal of care in order to satisfy the user in their health needs (17) , in our study many students had difficulty in addressing psychosocial aspects regarding the treatment and feelings that the patient and family could manifest at that time.…”

Section: Discussionmentioning

confidence: 74%

“…By recording interviews conducted in virtual simulation between patients and 343 nursing students in eight states in the United States, nursing educators identified situations in which the patients expressed themselves in order to facilitate communication by the nurse, such as expressions of pain, difficulties in daily life, gaps in health education, lack of treatment and monitoring, discomfort with body image, loss of a family member, and counseling on drug consumption in the past. Of 3,087 empathic communication opportunities (nine for each of the 343 students), the students found 1,625 and responded to 545 of these opportunities, representing 33.5% of the total (17) .…”

Section: Discussionmentioning

confidence: 99%

Simulation with standardized patients: nursing student’s communication skills in health

Góes¹,

Aredes²,

Hara³

et al. 2017

Rev Rene

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Objective: to identify and measure nursing student's communication skills in health using simulation with standardized patients. Methods: descriptive, cross-sectional study carried out with 16 students of the last year of the nursing undergraduate course. The simulation focused on requesting authorization from the patient/ family to perform venipuncture. During the simulation, all the students were evaluated through the Health Communication Assessment Tool. Results: of the 22 items of the tool, 18 reached agreement higher than 50.0%. Of the 16 participants, 14 (87.5%) were assessed as being able to communicate in more than 50.0% of the statements. Conclusion: students' communication was satisfactory; there are gaps related to the emotional aspects of the patient and the family, manifesting the need to reinforce communication in the nursing curriculum.

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“…Of these, 18 provided a coherent definition of empathy and its inherent attributes and were therefore considered eligible for inclusion in the current paper (see Table ). Nine of these studies used single‐group pretest post‐test designs (Beddoe & Murphy, ; Everson et al, , ; Finch, ; Mete, ; Nosek, Gifford, & Kober, ; Ozcan, Bilgin, & Eracar, ; Sheehan, Perrin, Potter, Kazanowski, & Bennett, ; Ward, Cody, Schaal, & Hojat, ) and two studies used post‐test only designs (Lobchuk et al, ; Strekalova, Krieger, Kleinheksel, & Kotranza, ). One of the studies was a randomized controlled trial (Haley et al, ) and the remaining six were case–control studies (Cunico, Sartori, Marognolli, & Meneghini, ; Henry, Ozier, & Johnson, ; Lee, Yu, Hsieh, Li, & Chao, ; Levett‐Jones et al, ; Mennenga, Bassett, & Pasquariello, ; Webster, ), with each of them testing changes in empathy after an educational intervention and/or comparing empathy outcomes with those of a control group.…”

Section: Resultsmentioning

confidence: 99%

“…The perspectives (Beddoe & Murphy, 2004;Dinkins, 2018;Henry et al, 2011;Ozcan et al, 2011;Strekalova et al, 2017;Ward et al, 2012;Wiseman, 2007). In four of the papers, empathy was considered to be a form of communication competence comprised of a number of related techniques/skills, for example, active listening, echoing what is heard (Haley et al, 2017;McKinnon, 2018), attending and checking accuracy (Irving & Dickson, 2004;Sheehan et al, 2013).…”

Section: Empathic Communicationmentioning

confidence: 99%

The empathy continuum: An evidenced‐based teaching model derived from an integrative review of contemporary nursing literature

Levett‐Jones

Cant

2020

Journal of Clinical Nursing

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Aims This paper has two aims : first, to explain the concept of empathy derived from an integrative review of contemporary nursing literature; and second, to profile a new conceptual model that can be used to inform the teaching of empathy. Background Empathy is fundamental to therapeutic communication and integral to quality patient care. However, the lack of agreement on the definition or conceptualisation of empathy in the nursing literature can make teaching and evaluating this skill challenging and inconsistent. Design Integrative review of literature. Data sources Publications from January 2000 to July 2018 in Ovid Medline, Scopus, CINAHLPlus, PsycINFO, and PubMed. Review methods As no integrative review checklists are currently available, a PRISMA checklist was adapted to guide this review. A two‐stage approach was used to explore the concept of empathy. Key definitions and attributes of empathy were identified from 11 primary studies and tabulated to allow for display and comparison. Next, the definitions and attributes of empathy drawn from a purposeful sample of 18 nursing education studies were examined, tabulated and summarised. Finally, the two samples were integrated and synthesised to form a cohesive summary, which was then illustrated with teaching and learning exemplars. Results Despite the lack of consensus on the definitions of empathy evident in the literature, recurring attributes and elements of empathy were evident, leading to the development of a new empathy model. Conclusion Patterns of consistency in the attributes of empathy that emerged from the review provided the basis for a new conceptual model, termed “The Empathy Continuum.” Relevance to clinical practice Each of the stages in the Empathy Continuum can be used to teach learners the meaning, attributes and application of empathy in practice. The model will be relevant to nurse educators as well as educators from other disciplines.

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Empathic Communication in Virtual Education for Nursing Students

Cited by 23 publications

References 18 publications

The effect of a short‐term Balint group on the communication ability and self‐efficacy of pre‐examination and triage nurses during COVID‐19

The effect of a short‐term Balint group on the communication ability and self‐efficacy of pre‐examination and triage nurses during COVID‐19

Simulation with standardized patients: nursing student’s communication skills in health

The empathy continuum: An evidenced‐based teaching model derived from an integrative review of contemporary nursing literature

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