Empathy in paediatric intensive care nurses part 1: Behavioural and psychological correlates

Latimer, Margot; Jackson, Philip L.; Eugène, Fanny; MacLeod, Emily; Hatfield, Tara; Vachon-Presseau, Étienne; Michon, Pierre‐Emmanuel

doi:10.1111/jan.13333

Cited by 20 publications

(26 citation statements)

References 61 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Similarly, in a study on determining the communication skills and empathy levels of students attending health sciences faculty, the empathic tendency score of the group who stated they had difficulties in patient relations was 67.2, while the empathic tendency score of the group that stated that they did not have difficulties in patient relations was 70.0. Although this relationship was concluded to be statistically insignificant, the empathic tendency scores of the group that stated they had no problems in patient relations were higher than those of who had difficulties . Similarly, this study found that the empathic tendency scores of the dietitians who achieved being empathic, managed to establish communication with patients, understood and attached importance to the feelings and thoughts of patients were higher ( P < 0.05).…”

Section: Discussionmentioning

confidence: 56%

An evaluation of empathic tendencies of dietitians working in Ankara

Yildiz

Ercan

Müftüoğlu

2018

Nutrition & Dietetics

View full text Add to dashboard Cite

Aim This study was carried out to determine the level of empathic tendencies of dietitians working in Ankara, Turkey. Methods The study was conducted between February and June 2016 on 175 dietitians aged between 20 and 60 who worked in Ankara, Turkey and volunteered to participate in the study. The Empathic Tendency Scale (ETS) and the Empathic Skill Scale (ESS) were used as data collection tools in the study. Results The median of ETS scores of male dietitians was found to be lower than that of female dietitians (P < 0.05). The differences between the median values of ETS and ESS were determined to be statistically significant in terms of the age groups and the 20–24 age range was found to be the age group with the lowest ETS and ESS (P < 0.05). In this study, it was found that the ETS and ESS median scores of married dietitians were higher, those of the dietitians with no children were lower, and that the ETS median score of the dietitians who had higher level of education was higher (P < 0.05). A positive relationship was found between the working environment satisfaction of the dietitians and empathic behaviours variable (r = 0.133, P = 0.008). Conclusions The empathic skill of the healthcare staff is an important part of the relationship that they establish with patients. When this is assessed from a nutritional point of view, dietitians need to be able to use communication skills effectively, especially empathy, in order to increase the effectiveness of nutrition education they provide.

show abstract

Section: Discussionmentioning

confidence: 56%

An evaluation of empathic tendencies of dietitians working in Ankara

Yildiz

Ercan

Müftüoğlu

2018

Nutrition & Dietetics

View full text Add to dashboard Cite

show abstract

“…In these papers, which were generally informed by cognitive psychology, empathy was seen as a type of emotional contagion or an automatic mirroring of the neural responses of another person. In one study that used functional magnetic resonance imaging (fMRI), it was identified that nurses experienced an automatic and subconscious resonance with patients' pain that activated the same physiological sensations in the nurse as in the patient and triggered other attributes of empathy (Latimer et al, ). This finding is supported by previous neuroscientific studies that used fMRI studies to identify automatic activation of empathy‐related brain networks in response to the distress of another person (Hein, Silani, Preuschoff, Batson, & Singer, ).…”

Section: Resultsmentioning

confidence: 99%

“…For example, Ozcan et al (, p. 135) referred to nursing students' ability to imagine themselves in another person's place and to look at events from that person's point of view; and McKinnon (, p. 3891) found that empathy requires the ability to imagine and represent the imagined perception within the self. Two papers (Cliffordson, ; Latimer et al, ) also included the notion of “fantasy,” one of the subscales of the Interpersonal Reactivity Index (IRI) (Davis, , p. 119), and described as the tendency to imaginatively transpose oneself into fictional situations or to identify with fictional characters.…”

Section: Resultsmentioning

confidence: 99%

“…Two of the conceptual papers (Cliffordson, ; Latimer et al, ) and three of the educational papers (Everson et al, ; Levett‐Jones et al, ; Ward et al, ) referred to empathic responding and the notion of empathic concern. In the context of Cliffordson's and Latimer et al's papers, empathic concern was a subscale of the IRI and defined as the tendency to respond to and experience “other‐oriented feelings of sympathy and concern for unfortunate others” (Davis, , p. 114).…”

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

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

View full text Add to dashboard Cite

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.

show abstract

“…The present paper is Part 2 of a set of papers reporting the results of a study of empathy for pain in paediatric nurses. Knowing that paediatric nurses rated infant and adult pain significantly higher than a comparison group of allied health professionals (AHPs; Part 1, Latimer et al, 2017), this paper focuses on the neuroimaging results; comparing the brain response during pain assessment in these same participants.…”

Section: Introductionmentioning

confidence: 99%