Situated teaching improves empathy learning of the students in a BSN program: A quasi-experimental study

Lee, Kwo-Chen; Yu, Chin-Ching; Hsieh, Pei‐Ling; Li, Chin-Ching; Chao, Yun-Peng

doi:10.1016/j.nedt.2018.02.013

Cited by 54 publications

(56 citation statements)

References 29 publications

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“…However, a later study by Ward () in which role play was part of empathy training for nursing students showed that the usual decline in empathy did not occur. Role play seems to be effective for empathy, as increased empathy was also found in studies by Soderberg et al () and Lee et al () in which role play was part of empathy training. Soderberg et al () suggested that role play might create empathy in nursing students because it involves eye contact and seeing the other's reactions when trying different things in encounters.…”

Section: Discussionsupporting

confidence: 65%

“…While the students in our study did not receive any explicit empathy training in their education, empathy is implicitly a major part of their training, which could explain the higher empathy scores. Increased empathy also has been found among nursing students in programmes that explicitly include empathy training (Cunico et al, ; Lee et al, ). Conversely, Ward et al () found that empathy declined over the course of one year of an undergraduate nursing programme among those who had more contact with patients than others.…”

Section: Discussionmentioning

confidence: 95%

“…The study showed that the training was effective, especially on women's empathy, which increased over three years (Cunico et al, ). Similarly, Lee, Yu, Hsieh, Li, and Chao () noted an increase in empathy among nursing students as a result of a four‐month training programme that included role play, self‐reflection, situated learning and acting.…”

Section: Introductionmentioning

confidence: 92%

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Empathy levels among nursing students: A comparative cross‐sectional study

et al. 2019

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Aim Empathy is a crucial component of the nurse–patient relationship, but knowledge is lacking as to when empathy develops during nursing education. The aim of the present study was to compare empathy levels at different stages of undergraduate nursing education and different master's nursing programmes. Design The design was a comparative cross‐sectional study. Methods A total of 329 participants in Sweden, comprised of nursing students in their second and sixth semesters in an undergraduate nursing programme as well as master's nursing students, rated their own empathy using the Jefferson Scale of Physician Empathy. Results Students in their sixth semester in an undergraduate nursing programme expressed more empathy than did students in their second semester and master's nursing students. Among the five master's programmes, public‐health nursing students expressed the most empathy and intensive‐care nursing students the least.

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Section: Discussionsupporting

confidence: 65%

Section: Discussionmentioning

confidence: 95%

Section: Introductionmentioning

confidence: 92%

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Empathy levels among nursing students: A comparative cross‐sectional study

et al. 2019

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“…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%

“…and ten of the education papers(Beddoe & Murphy, 2004;Cunico et al, 2012;Everson et al, 2015Everson et al, , 2018Finch, 2016;Haley et al, 2017;Lee et al, 2018; Levett-Jones et al, 2017; Lobchuk et al, 2016; Mennenga et al, 2016) referred to…”

mentioning

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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