Empathy Development Through Case Study and Simulation

Mennenga, Heidi A.; Bassett, Susan D.; Pasquariello, Libby

doi:10.1097/nne.0000000000000226

Cited by 22 publications

(13 citation statements)

References 17 publications

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“…Eight of the conceptual papers (Dinkins, ; Hunt et al, ; Irving & Dickson, ; Latimer et al, ; Määttä, ; Marcysiak et al, ; McKinnon, ; Wiseman, ) and ten of the education papers (Beddoe & Murphy, ; Cunico et al, ; Everson et al, , ; Finch, ; Haley et al, ; Lee et al, ; Levett‐Jones et al, ; Lobchuk et al, ; Mennenga et al, ) referred to affective empathy. It was described as the ability to perceive or “read” the meanings and feelings associated with a person's experience (Wiseman, ), and to perceive and subjectively experience another person's emotions (Beddoe & Murphy, ; Everson et al, ).…”

Section: Resultsmentioning

confidence: 99%

“…Nine of these studies used single-group pretest post-test designs (Beddoe & Murphy, 2004;Everson et al, 2015Everson et al, , 2018Finch, 2016;Mete, 2007;Nosek, Gifford, & Kober, 2014;Ozcan, Bilgin, & Eracar, 2011;Sheehan, Perrin, Potter, Kazanowski, & Bennett, 2013;Ward, Cody, Schaal, & Hojat, 2012) and two studies used post-test only designs (Lobchuk et al, 2016;Strekalova, Krieger, Kleinheksel, & Kotranza, 2017). One of the studies was a randomized controlled trial (Haley et al, 2017) and the remaining six were case-control studies (Cunico, Sartori, Marognolli, & Meneghini, 2012;Henry, Ozier, & Johnson, 2011;Lee, Yu, Hsieh, Li, & Chao, 2018;Levett-Jones et al, 2017;Mennenga, Bassett, & Pasquariello, 2016;Webster, 2010), with each of them testing changes in empathy after an educational intervention and/or comparing empathy outcomes with those of a control group. The included studies were conducted in eight countries: 10 in the USA, two in Turkey, three in Australia, and one each from Canada, Italy and Taiwan.…”

Section: Educational (Secondary) Studiesmentioning

confidence: 99%

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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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Section: Resultsmentioning

confidence: 99%

Section: Educational (Secondary) Studiesmentioning

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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“…11,12,14 The results of this study, demonstrating an increase in student empathy following activity completion, are congruent with others examining changes in learner empathy towards patients in differing scenarios. [11][12][13][14][15][16][17][18] However, certain limitations should be considered when drawing conclusions from this study. While student empathy appeared to increase following the simulation, most of the survey items did not demonstrate statistically significant changes.…”

Section: A J P Ementioning

confidence: 99%

“…Evidence has shown that experiential education and active learning exercises, such as simulations, are effective tools to instill empathy in students enrolled in nursing, physician, and pharmacy coursework. [11][12][13][14][15][16][17][18] As TOC is an evolving topic in health care, few studies to date have been conducted to detail how this subject should be incorporated into health education curricula, or how students perceive the hardships of patients transitioning from one health care setting to another with limited resources or social support.…”

Section: Introductionmentioning

confidence: 99%

The Effects of Participation in a Transitions of Care Simulation on Pharmacy Students’ Empathy

Cook

Wooster

2022

American Journal of Pharmaceutical Education

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Objective. To assess the effects of a transitions of care (TOC) simulation on the empathy of pharmacy students. Methods. Pharmacy students volunteered to complete a four-hour TOC simulation. Students were "discharged" from a simulation hospital by trained actors posing as health care providers and provided with a discharge packet, prescriptions, bus route and bus pass. Students navigated public transportation to obtain discharge medications at a community pharmacy and then returned "home" to debrief with study investigators. Demographics were analyzed using descriptive statistics. The Kiersma-Chen Empathy Scale (KCES) was administered pre-and post-simulation, along with open-ended questions.Results. Median composite empathy scores of the KCES increased significantly from 92 to 98 following completion of the simulation. Statistically significant increases were seen in four of the fifteen singular questionnaire items whose themes largely involved taking patients' feelings into account with therapeutic decision making. These were in the items "I will not allow myself to be influenced by someone's feelings when determining the best treatment," "I have difficulty identifying with someone else's feelings," "It is necessary for a health care practitioner to be able to view the world from another person's perspective," and "A health care practitioner should not be influenced by someone's feelings when determining the best treatment." Conclusion. Results of this pilot demonstrated a significant increase in overall empathy among student pharmacists. Replicating this experiment on a larger scale may provide further insight regarding the impact of simulations revolving around TOC on empathy of student pharmacists.

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“…McKenna and colleagues find that nursing students have an "acceptable level" of empathy, although the study points to room for improvement (McKenna et al, 2012). Both studies draw their conclusions on the basis of statistical data, hence illustrating the inclination to approach empathy as an, inner, psychological and measurable matter (see also Mennenga et al, 2016).…”

Section: Introductionmentioning

confidence: 98%

Logics of care in clinical education

Lehn-Christiansen

Holen

2019

JOE

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Purpose The purpose of this paper is to explore how clinical nurse education and nursing students’ care practices are shaped by different logics of care. Design/methodology/approach Inspired by Mol’s work on care, the paper explores care practices connected to the clinical education of nurses. The empirical data were generated from longitudinal, multi-sited ethnographic fieldwork among nursing students in clinical practice combined with follow-up interviews with the students and their supervisors. Findings The paper illustrates how three logics of care shape clinical education: the logic of relational care, the logic of care education and the logic of care production. The paper demonstrates how the logics unfold and entangle in everyday clinical education. On the one hand, care of patients based on the relationship between patient and nurse is highly valued. On the other hand, this logic is not institutionalized in the same way as practices induced by the logic of care production and the logic of care education. Originality/value The paper may be of value to scholars and practitioners in clinical education, as well as to health educational policy makers. The findings focus on paradoxes produced by conflicting logics in practice, thus offering new reflections and alternative sensemaking of well-known problems connected to clinical education.

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Empathy Development Through Case Study and Simulation

Cited by 22 publications

References 17 publications

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

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

The Effects of Participation in a Transitions of Care Simulation on Pharmacy Students’ Empathy

Logics of care in clinical education

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