Nursing students' assessment of pain and decision of triage for different ethnic groups: An experimental study

Chan, Joanne; Hamamura, Takeshi

doi:10.1016/j.nedt.2015.04.004

Cited by 8 publications

(3 citation statements)

References 26 publications

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“…Interpersonal relationships are also essential to the development of empathy in nursing students. This study found that maternal rejection, paternal emotional warmth and depression, social identity, social environment, and family attachment style are significant predictors of nursing students' empathy (Berduzco-Torres et al, 2021;Chan & Hamamura, 2015;Li et al, 2018;Williams et al, 2017). This finding is supported by prior research demonstrating that the work environment, professional experience, and relationships between colleagues also influence the increase or decrease of empathy (Maximiano-Barreto et al, 2020).…”

Section: Discussionsupporting

confidence: 72%

“…Relationships with significant others and communication are crucial components of the empathic development of nursing students. Regarding significant others, four studies (Berduzco-Torres et al, 2021; Chan & Hamamura, 2015; Li et al, 2018; Williams et al, 2017) revealed that the depression, emotional warmth from the father, and mother's rejection, social identity, social environment, and family attachment style are significant predictors of empathy among nursing students. Furthermore, interpersonal communication is essential to the development of empathy (Gutiérrez-Puertas et al, 2020).…”

Section: Main Theme 2: Factors Contributing To Empathymentioning

confidence: 99%

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Empathy in Nursing Students: A Scoping Review

2023

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Purpose: Empathy is essential for nursing students as they progress through their education. To date, few review studies explored empathy in nursing students. This review examined empathy in nursing students, including how to promote empathy, factors contributing to empathy, and the evaluation of empathy. Design: The eligible population included undergraduate nursing students. The concept of interest was empathy related to nursing students. The context was undergraduate nursing programs. Eligible studies included quantitative, qualitative, and mixed-method studies. The protocol was registered in Open Science Framework (OSF). Review Methods: Joanna Briggs Institute Reviewers’ Manual guided this scoping review protocol. MEDLINE with Full text (EBSCO), Scopus, ScienceDirect (Elsevier), and PubMed were used for the electronic database search. The findings were analyzed with descriptive statistics and thematic analysis. Findings: A total of 94 articles were included for analysis. Three main themes emerged: (1) approaches to promoting empathy, (2) contributing factors to empathy, and (3) evaluation of empathy. Conclusions: Empathy is cultivated in nursing in numerous ways, highlighting the need to incorporate it into the nursing curriculum. There is also controversy regarding the relationship between empathy and individual characteristics. This finding highlights the need for more effective empathy-promoting educational training that considers these personal characteristics.

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Section: Discussionsupporting

confidence: 72%

Section: Main Theme 2: Factors Contributing To Empathymentioning

confidence: 99%

Empathy in Nursing Students: A Scoping Review

2023

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“…However, this might be changing because several studies have found that adolescents from Western countries complain often about pain (Du et al , 2011; Haraldstad et al , 2011). Studies have also suggested that previously documented ethnic differences in pain responses may actually reflect differences in acculturation (Chan and Hamamura, 2015). This might be the reason why Log et al found no differences in the amounts of analgesics prescribed to young people whose parents came from countries with a Muslim majority and those with parents born in Norway (Log et al , 2011).…”

Section: Discussionmentioning

confidence: 99%

School nurses’ and teachers’ perceptions of pain in young immigrants living in Norway

Johannessen

Høie

Haraldstad

et al. 2020

IJMHSC

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Purpose The number of adolescents experiencing pain is increasing. Pain has a major impact on several areas of daily living, such as function at school and school absenteeism, loss of appetite and socializing. One out of ten pupils in Norwegian schools is immigrants, and surveys have shown that immigrants suffer from poor health more often than the general population. The purpose of this study was to explore how school nurses and teachers experience pain in young immigrants in the school setting. Design/methodology/approach A qualitative design using focus group interviews was chosen for data collection. A total of 11 focus groups (17 school nurses and 25 teachers) consisting of school nurses and teachers in junior high schools (age: 13-16 years) in Southern Norway were conducted. Data were analyzed using a qualitative content analysis. Findings School nurses and teachers experienced communication of pain with young immigrants as characterized by cultural differences and language problems. Immigrants waiting for residency permits experienced pain more often than others. They also experienced that young immigrants often were absent from school and used pain as an excuse for not participating in classes, but this was not the case at the special school for immigrants. During Ramadan, they experienced that immigrant pupils had an increase of pain, especially headaches. Originality/value Culture affects the assessment and management of pain and different strategies may assist school nurses and teachers in their encounter with young immigrants with pain. There is a need for education in cultural competence among teachers and school nurses.

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