Nursing student as patient: experiential learning in a hospital simulation to improve empathy of nursing students

Beest, Hanneke ter; Bemmel, Marlies van; ­Adriaansen, Marian

doi:10.1111/scs.12584

Cited by 54 publications

(47 citation statements)

References 23 publications

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“…The literature shows that poor empathy exposes nurses to higher levels of emotional exhaustion and job dissatisfaction, as well as an increase in health-care conflicts 9,10. In nursing care, empathic skills are required for understanding the emotions and experiences of patients,11 and nurses can improve patients’ conditions through their “relational ability” 12. Despite the fact that empathic skills are essential for effective nursing care, studies have suggested that nurses have low or intermediate empathic skills and patients suffer from this lack of empathic aptitude 13–15.…”

Section: Introductionmentioning

confidence: 99%

“…According to many authors,10,16–21 nursing students show similarly low levels of empathy, which can decrease as their course of studies progresses. Most authors have highlighted that for the development of nursing students, empathic skills are necessary in patient care 12,14. As such, it is essential to find effective ways to empower nursing students with empathic skills 22,23…”

Section: Introductionmentioning

confidence: 99%

“…Over the last decade, scientific research on empathy has broadened our knowledge of its neural architecture, delineating that it consists of a dynamic, malleable, and potentially controllable phenomenon 24. Innate empathic skills can be improved through educational training and experience; acquisition of empathy skills requires experiential and reflective strategies 3,12,22,25–27. Through educational interventions, like involvement of patients and relatives and the use of illness narratives, students can be helped to get in touch with their innate capacities of empathy and experientially learn the value of this kind of understanding in nursing practice 28,29.…”

Section: Introductionmentioning

confidence: 99%

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<p>Effect of expert-patient teaching on empathy in nursing students: a randomized controlled trial</p>

Ferri¹,

Rovesti²,

Padula³

et al. 2019

PRBM

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Background: Empathy is a relevant clinical competence for nursing students. Involvement of expert patients in nursing education could help students develop their innate capacity to empathize. Objective: To evaluate the effect of expert-patient teaching on empathy development in nursing students. Methods: This randomized controlled trial was conducted among 144 first-year undergraduate nursing students divided into two equal groups. In the experimental group, the educational intervention consisted of a seminar focused on empathy, followed by a presentation on expert-patient function. Subsequently, each student participated in two interactive meetings with nursing teacher and expert patient. At the end, the nursing teacher encouraged students to reflect on this experience. In the control group, students only attended a similar seminar focused on empathy and afterward participated in two interactive meetings with a nursing teacher to reflect on this topic without expert-patient involvement. Before (T0) and after (T1) the training intervention, the Balanced Emotional Empathy Scale, Jefferson Scale of Empathy — Health Professions Student (JSE-HPS), and a short demographic questionnaire were administered to the two student groups to measure their empathy levels. The study was approved by the Local Ethics Committee of Area Vasta Emilia Nord (protocol 1763, May 11, 2017). Data were statistically analyzed. Results: We found a statistically significant difference between mean scores at T0 and T1 in both scales in the experimental group. Male students, who presented significantly lower levels of empathy at baseline in comparison with females, showed increased in empathy after training on the the Balanced Emotional Empathy Scale in both the experimental and control groups. Conclusion: The present study highlights that involvement of expert patients in teaching is effective in improving empathy levels in both male and female nursing students. Expert-patient teaching can be a promising nursing-education modality for developing empathy.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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<p>Effect of expert-patient teaching on empathy in nursing students: a randomized controlled trial</p>

Ferri¹,

Rovesti²,

Padula³

et al. 2019

PRBM

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show abstract

“…Participants commented positively on this device. The approach of validating a seemingly fictional scenario as the personal experience of a genuine patient is reported elsewhere to be impactful ( Corr et al, 2017 ; Tong et al, 2017 ; Ter Beest et al, 2018 ). The durational nature of the experience, and that participants ‘lived with IBD’ and continued with their work and personal lives deepened the understanding of the impact of illness, yet also helped participants look beyond the disease (“we’re always talking about the patient, the patient, the patient … but it’s not, this is someone leading their everyday life,” UK FG).…”

Section: Discussionmentioning

confidence: 99%

Walking in a Patient’s Shoes: An Evaluation Study of Immersive Learning Using a Digital Training Intervention

Halton

Cartwright

2018

Front. Psychol.

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Objectives: Evidence suggests that immersive learning increases empathy and understanding of the patient experience of illness. This study evaluated a digital training intervention ‘In Their Shoes’ which immerses participants in the experience of living with inflammatory bowel disease (IBD), highlighting the biopsychosocial impact. The simulation program uses a mobile application to deliver time-based tasks and challenges over 36 h, supplemented with telephone role-play and ‘kit’ items to open and use. This study investigated changes in IBD understanding and connection to patients, empathy and perception of job value in a group of pharmaceutical employees. Additionally, it explored experiences and impact of taking part in the intervention.Methods: A mixed methods pre–post design was utilized, with an opportunity sample of employees taking part in the training. 104 participants from sites in 12 countries completed measures at baseline and 97 post-intervention. Measures included the Toronto Empathy Questionnaire, Prosocial Job Characteristics Scale, and structured questions around IBD understanding and connection to patients. Two focus groups (N = 14) were conducted regarding participants experiences of the intervention to complement an open-response question in the questionnaire (N = 75). Qualitative data was analyzed using thematic analysis.Results: Following the intervention, there were statistically significant increases in IBD understanding and connection to patients (p < 0.00025), evaluation of organizational innovation (p < 0.00025), empathy (d = 0.45) and prosocial job perceptions (d = 0.28). Qualitative analysis revealed more fully the transformative personal journey undertaken by participants which provided ‘eye opening’ insight into the psychosocial impact of living and working with IBD. This insight encouraged patient perspective-taking and a strong desire to promote patient advocacy and reduce stigma around chronic illness. Finally, greater organizational pride and connectivity was evident for some participants.Conclusions: An immersive training program, focussing on the lived experience of illness, led to significant increases in disease understanding and empathy. These findings align with other literature evaluating immersive learning and the potential for increasing knowledge, empathy and motivation. The present study offers opportunities to extend this outside of the body of work focussing on healthcare practitioners and explores the benefits of using this type of learning experience within an organizational setting.

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“…A simulação apresenta a capacidade de desenvolver uma maior consciência dos problemas enfrentados pelo paciente (Maruca, Diaz, Kuhnly, Jeffries, 2015;Andersen, Larsen, 2015). A simulação fornece aos estudantes de enfermagem informações valiosas pois ao experimentar o papel de um paciente, os estudantes aprendem aspectos importantes da empatia (Beest, Bemmel, Adriaansen, 2018).…”

Section: Métodos De Ensino Da Empatiaunclassified

Como ensinar empatia para futuros enfermeiros? uma revisão integrativa de literatura

Figueiredo¹,

Tavares

2020

RSD

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Objetivo: O presente estudo objetiva buscar a produção científica disponível sobre métodos de ensino da empatia para graduandos de enfermagem. Método: revisão integrativa de natureza qualitativa realizada no Portal de Periódicos da CAPES, utilizando como critérios para seleção dos periódicos disponíveis: indexação ao EMBASE e indexação ao MEDLINE. Resultados: A análise dos dados contidos nos artigos, foi realizada segundo a técnica de análise de conteúdo de Bardin. Foram relatados diferentes métodos de ensino e aprimoramento da empatia assim como variadas formas de mensuração de seu aprendizado. Técnicas que trazem uma proximidade com a realidade do paciente ficaram em evidência na maioria dos estudos. Conclusão: Percebeu-se a importância da formação de enfermeiros com domínios empáticos e a sua relação com o cuidado humanizado e tratamento eficaz. O ensino das emoções está se tornando mais evidente, porém ainda há necessidade de incrementar o debate e ampliar a produção científica sobre a temática.

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Nursing student as patient: experiential learning in a hospital simulation to improve empathy of nursing students

Cited by 54 publications

References 23 publications

<p>Effect of expert-patient teaching on empathy in nursing students: a randomized controlled trial</p>

<p>Effect of expert-patient teaching on empathy in nursing students: a randomized controlled trial</p>

Walking in a Patient’s Shoes: An Evaluation Study of Immersive Learning Using a Digital Training Intervention

Como ensinar empatia para futuros enfermeiros? uma revisão integrativa de literatura

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