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Abstract
BACKGROUND The Nursing Education Model (NEM) introduced a framework for education reform. This study examined the applications of NEM in education to determine whether modifications to NEM were warranted. METHOD The Preferred Reporting Items for Systematic Reviews and Meta-Analyses for Scoping Reviews process for scoping reviews was used. Online databases and searches identified peer-reviewed articles published from 2010-to June 2023, and 71 articles were identified that met the inclusion and exclusion criteria. RESULTS Six themes were derived from the findings: (1) learner-centered curricula; (2) instructional methods; (3) inclusive classrooms; (4) pedagogical creativity; (5) bridge theory-clinical divide; and (6) multiple units of analysis. CONCLUSION The findings support the application of the NEM to promote a paradigm shift in instructional content, methods, and evaluation of outcomes. Based on use of the model identified in the literature, future modifications to NEM may be indicated, based on continued evidence. [J Nurs Educ. 2024;63(3):141-147.].
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Winter R, Leanage N, Roberts N, Norman RI, Howick J. Experiences of empathy training in healthcare: A systematic review of qualitative studies. PATIENT EDUCATION AND COUNSELING 2022; 105:3017-3037. [PMID: 35811257 DOI: 10.1016/j.pec.2022.06.015] [Citation(s) in RCA: 13] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/29/2021] [Revised: 05/27/2022] [Accepted: 06/26/2022] [Indexed: 06/15/2023]
Abstract
OBJECTIVE To synthesise qualitative studies reporting student, practitioner, or patient experiences of empathy-training in healthcare. METHODS We included qualitative studies exploring (i) student or practitioner experiences of empathy training, or (ii) patient experiences of being treated by someone who has undergone empathy training. We used the Critical Appraisal Skills Programme (CASP) tool to assess study quality. Thematic synthesis was used to integrate findings from studies and to generate new insights. RESULTS Our search yielded 2768 citations, of which 23 (1487 participants) met inclusion criteria. Two clusters of themes were identified from included studies. Firstly, themes related to practitioner/trainee professionalism and wellbeing, where the main finding was that participants experienced benefit from therapeutic empathy training. Secondly, themes related to the understanding and treatment of patients, where the main finding was practitioners' deeper recognition of the positive impact of empathic care. CONCLUSIONS This review found that taking part in empathy-focused training can benefit practitioner/student personal growth and professional development, and benefits patient care. This review is limited by the difficulty in defining empathy and heterogeneity amongst included studies. PRACTICE IMPLICATIONS These results support a rationale for empathy training and the development of a framework to ensure training is having the desired effect.
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Affiliation(s)
- Rachel Winter
- Leicester Medical School, College of Life Sciences, University of Leicester, George Davies Centre, Leicester LE1 7RH, United Kingdom.
| | - Navin Leanage
- Leicester Medical School, College of Life Sciences, University of Leicester, George Davies Centre, Leicester LE1 7RH, United Kingdom
| | - Nia Roberts
- Bodleian Health Care Libraries, University of Oxford, Oxford OX1 3BG, United Kingdom
| | - Robert I Norman
- Leicester Medical School, College of Life Sciences, University of Leicester, George Davies Centre, Leicester LE1 7RH, United Kingdom
| | - Jeremy Howick
- Faculty of Philosophy, University of Oxford, Oxford OX2 6GG, United Kingdom
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Use of Simulation to Improve Emotional Competence at End-of-Life Care for Healthcare Professionals and Students: A Scoping Review. Clin Simul Nurs 2021. [DOI: 10.1016/j.ecns.2021.03.005] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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The Use of Auditory Simulation in Undergraduate Nursing: An Innovative Teaching Strategy to Promote Empathy. Nurs Educ Perspect 2021; 42:E125-E126. [PMID: 34038919 DOI: 10.1097/01.nep.0000000000000829] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
ABSTRACT Auditory hallucination is common in schizophrenia, influencing emotional state and behavior. Most patients experience high levels of distress, paranoia, and depression. After participating in the "Hearing Voices" auditory simulation, which involved rotating through various workstations while listening to distressing voices, nursing students (n = 39) completed the Kiersma-Chen Empathy Scale. All were satisfied with the auditory simulation; 90 percent perceived the experience as beneficial to their role as a registered nurse. This innovative teaching strategy, utilizing simulation, provided an opportunity to experience auditory hallucinations, thereby increasing both understanding and empathy.
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Yu J, Parsons GS, Lancastle D, Tonkin ET, Ganesh S. "Walking in Their Shoes": The effects of an immersive digital story intervention on empathy in nursing students. Nurs Open 2021; 8:2813-2823. [PMID: 33743185 PMCID: PMC8363366 DOI: 10.1002/nop2.860] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/07/2020] [Revised: 02/05/2021] [Accepted: 02/19/2021] [Indexed: 12/30/2022] Open
Abstract
Aim To evaluate the effects of a novel, immersive digital story intervention on empathy. Design A randomized trial with three phases. Results A total of 238 2nd year nursing students were recruited between May 2018 and December 2019. At baseline, no significant differences in empathy between the groups were found (p = .760). However, at post‐test, empathy was significantly higher in the intervention group (M: 118.76, SD: 10.65) than it was in the control group (M: 114.60, SD: 15.40) (p = .012). At follow‐up, there were no significant differences in empathy between the groups (p = .364). Conclusion The intervention resulted in an immediate increase in empathy in nursing students. However, further development of effective intervention delivery modes and fundamental redesign of the intervention itself would be needed to sustain this improvement over the long term.
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Affiliation(s)
- Juping Yu
- Faculty of Life Sciences and Education, University of South Wales, Pontypridd, UK
| | - Gareth S Parsons
- Faculty of Life Sciences and Education, University of South Wales, Pontypridd, UK
| | - Deborah Lancastle
- Faculty of Life Sciences and Education, University of South Wales, Pontypridd, UK
| | - Emma T Tonkin
- Faculty of Life Sciences and Education, University of South Wales, Pontypridd, UK
| | - Siva Ganesh
- Faculty of Life Sciences and Education, University of South Wales, Pontypridd, UK
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Pionke JJ, Graham R. A Multidisciplinary Scoping Review of Literature Focused on Compassion, Empathy, Emotional Intelligence, or Mindfulness Behaviors and Working with the Public. JOURNAL OF LIBRARY ADMINISTRATION 2021. [DOI: 10.1080/01930826.2020.1853469] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Affiliation(s)
- JJ Pionke
- Applied Health Sciences Librarian and Assistant Professor, University of Illinois at Urbana-Champaign, Urbana, IL, USA
| | - Rebecca Graham
- Instructional Design and Technology Librarian, McGill Library, Westminster College, New Wilmington, PA, USA
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Bradshaw T, Blakemore A, Wilson I, Fitzsimmons M, Crawford K, Mairs H. A systematic review of the outcomes of using voice hearing simulation in the education of health care professionals and those in training. NURSE EDUCATION TODAY 2021; 96:104626. [PMID: 33157364 DOI: 10.1016/j.nedt.2020.104626] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/20/2020] [Accepted: 10/06/2020] [Indexed: 06/11/2023]
Abstract
OBJECTIVES To identify and synthesise data from studies that have evaluated the outcomes of voice hearing simulation as an educational intervention with health care professionals and those in training. DESIGN The research employed a systematic review that was informed by Centre for Reviews and Dissemination DATA SOURCES: The databases Web of Science, Medline, Embase, PsycINFO, the Cochrane Database of Systematic Reviews, the Cochrane Central Register of Controlled Trials Register and CINAHL were systematically searched to January 2020. REVIEW METHODS Identified studies were screened by title (n = 509), abstract (n = 246) and full text (n = 56) using the following inclusion criteria: studies employing either qualitative and/or quantitative research methods, which have evaluated voice hearing simulation as a principal educational intervention with health care professionals during training or post-qualification. RESULTS Twenty six studies were included in the review. Eleven studies adopted mixed methods, five adopted quantitative methods and ten used qualitative methods. Although most of the studies were of low to medium quality the findings were encouraging and suggest that voice hearing simulation may be a useful educational intervention. Positive outcomes of simulation included improvements in empathy, attitudes, knowledge, understanding about voice hearing experiences and increased confidence in practice. The majority of participants that took part in voice hearing simulation thought that it was a powerful learning experience that should be offered to other health care professionals and those in training. CONCLUSIONS Voice hearing simulation is a valuable educational intervention that should be routinely used by academics when teaching health professionals and those in training about the experiences of people who hear voices. However, to confirm its true effects and optimum mode of delivery further better quality research is needed.
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Affiliation(s)
- T Bradshaw
- Division of Nursing, Midwifery and Social Work, Jean McFarlane Building, University of Manchester, Oxford Road, Manchester M13 9PL, United Kingdom.
| | - A Blakemore
- Division of Nursing, Midwifery and Social Work, Jean McFarlane Building, University of Manchester, Oxford Road, Manchester M13 9PL, United Kingdom
| | - I Wilson
- Division of Nursing, Midwifery and Social Work, Jean McFarlane Building, University of Manchester, Oxford Road, Manchester M13 9PL, United Kingdom
| | - M Fitzsimmons
- Division of Nursing, Midwifery and Social Work, Jean McFarlane Building, University of Manchester, Oxford Road, Manchester M13 9PL, United Kingdom
| | - K Crawford
- National Paranoia Network, Limbrick Centre, Limbrick Road, Sheffield S6 2PE, United Kingdom
| | - H Mairs
- Division of Nursing, Midwifery and Social Work, Jean McFarlane Building, University of Manchester, Oxford Road, Manchester M13 9PL, United Kingdom
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The Effectiveness of Two Potential Mass Media Interventions on Stigma: Video-Recorded Social Contact and Audio/Visual Simulations. Community Ment Health J 2020; 56:471-477. [PMID: 31686302 DOI: 10.1007/s10597-019-00503-8] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/05/2018] [Accepted: 10/31/2019] [Indexed: 10/25/2022]
Abstract
Two approaches that may be particularly well suited for mass media (large scale) stigma interventions are video-recorded social contact and simulations, but research is rather limited. The purpose of this study was to evaluate two potential mass media interventions on different facets of stigma. Participants (N = 244) completed stigma measures prior to, immediately following, and 1 week following the random assignment of: (1) video-recorded social contact, (2) an audio/visual simulation, or (3) no intervention. The video-recorded social contact led to decreases on preference for social distance and negative emotions across 1 week, but only a temporary decrease on perceptions of dangerousness. In contrast, no significant changes in stigma were noted following the simulation. In sum, video-recorded social contact appears promising and offers many advantages for mass media implementation including low cost, minimal resources, and ease of dissemination. In contrast, further evaluation of audio/visual simulations is warranted before implementation.
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Engbers RA. Students' perceptions of interventions designed to foster empathy: An integrative review. NURSE EDUCATION TODAY 2020; 86:104325. [PMID: 31926381 DOI: 10.1016/j.nedt.2019.104325] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/19/2019] [Revised: 11/13/2019] [Accepted: 12/23/2019] [Indexed: 06/10/2023]
Abstract
OBJECTIVE Empathy is assumed to be an important element of nursing care, and nursing educators are attempting to find ways to effectively foster empathy in their students. The purpose of this review is to gain a deeper grasp of what undergraduate nursing students are learning from interventions educators have designed to cultivate empathy by synthesizing qualitative data. REVIEW METHODS Utilizing the review methodology proposed by Whittemore and Knafl, a survey of the CINAHL, Web of Science, PubMed, and PsychINFO databases was undertaken to answer the question: What are undergraduate nursing students' perceptions of interventions designed to foster empathy? RESULTS A thematic synthesis of the students' perceptions from the 17 articles meeting inclusion criteria revealed five themes: Understanding the other's experience, embodying the other's experience, becoming aware of self, informing the role of the nurse, and learning or transforming. CONCLUSIONS Although additional conceptual work remains to create a coherent, complete, and parsimonious definition of empathy, the results indicate that the students are gaining many of the facets assumed to be part of the concept of empathy through these educational interventions. Immersive simulations that put students in the role of the "other" were particularly impactful, especially if they created a disorienting dilemma followed by guided reflection. These findings can help nursing educators tailor their interventions for their specific intended learning outcomes.
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Affiliation(s)
- Ruth A Engbers
- Marquette University, College of Nursing, 530 N 16th St., Milwaukee, WI 53233, United States of America.
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Zhu Y, Zhan YC, Zhu JM, Huang L, Zhang L, Zhang M, Li BK. The development and psychometric validation of a Chinese empathy motivation scale. J Clin Nurs 2019; 28:2599-2612. [PMID: 30830708 DOI: 10.1111/jocn.14846] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/09/2018] [Revised: 09/29/2018] [Accepted: 12/05/2018] [Indexed: 11/29/2022]
Abstract
AIMS AND OBJECTIVES To develop and validate an instrument to measure nurses' empathy motivation in China (See Supporting Information Appendix S1). BACKGROUND Nurses are increasingly expected to empathise with patients in clinical settings. However, research investigating nurses' empathy motivation in China is lacking, and no specific instrument exists worldwide. DESIGN Two-stage cross-sectional study, which follows the STROBE guidelines. Instrument development and psychometric evaluation were used (See Supporting Information Appendix S1). METHODS A literature review and qualitative interviews with nurses were conducted to generate the initial items. Convenience samples of 340 (for item analysis) and 640 (for psychometric evaluation) clinical nurses working at four tertiary hospitals in Anhui Province were recruited. The scale was validated by content validity, surface validity and item analysis. A total of 640 participants were randomly divided into two equal groups. Exploratory factor analysis (EFA) was used with varimax rotation, confirmatory factor analysis (CFA) and internal consistency reliability to analyse the psychometric properties of the scale (See Supporting Information Appendix S1). RESULTS From the initial 90-item pool, 27 items were retained by the item analysis. The EFA (N = 290) showed the following six factors on the scale explained 71.266% of the overall variance: amotivation, external regulation, introjected regulation, identified regulation, integrative regulation and intrinsic motivation. Furthermore, when limited to three factors, that is autonomy motivation, controlled motivation and amotivation, 56.578% of the variance was explained. The findings showed high internal consistency. The six-factor solution and three-factor solution of the scale, including 27 items, were both confirmed by the CFA, for example χ2 /df = 1.744, 2.261; RMSEA = 0.051, 0.066; GFI = 0.882, 0.847; TLI = 0.942, 0.902; and RMR = 0.039, 0.049, respectively. CONCLUSIONS The nurses' empathy motivation scale presents good psychometric properties and can be used to explore nurses' empathy motivation in China (See Supporting Information Appendix S1). RELEVANCE TO CLINICAL PRACTICE This study offers insight into nurses' complicated reasons for exhibiting empathy.
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Affiliation(s)
- Yu Zhu
- Nursing School, Anhui University of Chinese Medicine, Hefei, China
| | - Yu-Can Zhan
- School of Life Sciences, Anhui University of Chinese Medicine, Hefei, China
| | - Ji-Min Zhu
- School of Life Sciences, Anhui University of Chinese Medicine, Hefei, China
| | - Li Huang
- Nursing School, Anhui University of Chinese Medicine, Hefei, China
| | - Ling Zhang
- First Affiliated Hospital of Anhui Medical University, Hefei, China
| | - Miao Zhang
- Second Affiliated Hospital of Anhui Medical University, Hefei, China
| | - Bai-Kun Li
- School of Life Sciences, Anhui University of Chinese Medicine, Hefei, China
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Abstract
The aim of this qualitative study was to describe nursing students' experiences of hearing distressing voices through content analysis of essays regarding changes they encountered during simulation. Data, obtained from undergraduate (n = 237) and graduate (n = 128) students' short self-reflection papers, were analysed using a six-step thematic analysis. The following six themes emerged: (a) experiencing cognitive and perceptual challenges, (b) feeling unpleasant emotions, (c) dealing with functional changes and hardships, (d) experiencing somatic changes, (e) making attempts to cope, and (f) facing lingering impact. The findings suggest that students' experiences of voice-hearing simulation closely resembled the voice-hearers' actual experience. Simulation is an effective teaching modality to introduce nursing students to the world voice-hearers live in and to prepare them for clinical practice enlightened through understanding of what it is like to hear distressing voices.
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Affiliation(s)
- Hyun Jung Kim
- a College of Nursing, Seattle University , Seattle , Washington , USA
| | - Danuta M Wojnar
- a College of Nursing, Seattle University , Seattle , Washington , USA
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12
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Kim J. Factors influencing nursing students' empathy. KOREAN JOURNAL OF MEDICAL EDUCATION 2018; 30:229-236. [PMID: 30180510 PMCID: PMC6127609 DOI: 10.3946/kjme.2018.97] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/23/2018] [Revised: 03/31/2018] [Accepted: 05/15/2018] [Indexed: 05/25/2023]
Abstract
PURPOSE This study attempted to examine nursing students' self-esteem, interpersonal relationships, and self-efficacy, to identify factors affecting empathy. METHODS A predictive correlational design was used. The participants in this study were nursing students from fours university of Korea. The questionnaires were administered to a convenience sample of 147 nursing students in the Republic of Korea. RESULTS Mean item scores for self-esteem, interpersonal relationship, self-efficacy, and empathy were 3.83, 3.63, 3.30, and 3.44, respectively (possible range, 1-5). Empathy was correlated with self-esteem, interpersonal relationships, and self-efficacy. The multiple regression analysis revealed that 45.9% of the variance in empathy is attributable to gender, major satisfaction, self-esteem, self-efficacy, and interpersonal relationships. The most important factor interpersonal relationship explained. CONCLUSION Improving nursing students' major satisfaction, self-esteem, self-efficacy, and interpersonal relationships are strategies that may foster empathy.
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Affiliation(s)
- Jihyun Kim
- Corresponding Author: Jihyun Kim (https://orcid.org/0000-0001-9417-6282) Department of Nursing, Daejeon University, 62 Daehak-ro, Dong-gu, Daejeon 34520, Korea Tel: +82.42.280.4651 Fax: +82.42.280.2785
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Vandyk AD, Lalonde M, Merali S, Wright E, Bajnok I, Davies B. The use of psychiatry-focused simulation in undergraduate nursing education: A systematic search and review. Int J Ment Health Nurs 2018; 27:514-535. [PMID: 29205739 DOI: 10.1111/inm.12419] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 10/30/2017] [Indexed: 12/01/2022]
Abstract
Evidence on the use of simulation to teach psychiatry and mental health (including addiction) content is emerging, yet no summary of the implementation processes or associated outcomes exists. The aim of this study was to systematically search and review empirical literature on the use of psychiatry-focused simulation in undergraduate nursing education. Objectives were to (i) assess the methodological quality of existing evidence on the use of simulation to teach mental health content to undergraduate nursing students, (ii) describe the operationalization of the simulations, and (iii) summarize the associated quantitative and qualitative outcomes. We conducted online database (MEDLINE, Embase, ERIC, CINAHL, PsycINFO from January 2004 to October 2015) and grey literature searches. Thirty-two simulation studies were identified describing and evaluating six types of simulations (standardized patients, audio simulations, high-fidelity simulators, virtual world, multimodal, and tabletop). Overall, 2724 participants were included in the studies. Studies reflected a limited number of intervention designs, and outcomes were evaluated with qualitative and quantitative methods incorporating a variety of tools. Results indicated that simulation was effective in reducing student anxiety and improving their knowledge, empathy, communication, and confidence. The summarized qualitative findings all supported the benefit of simulation; however, more research is needed to assess the comparative effectiveness of the types of simulations. Recommendations from the findings include the development of guidelines for educators to deliver each simulation component (briefing, active simulation, debriefing). Finally, consensus around appropriate training of facilitators is needed, as is consistent and agreed upon simulation terminology.
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Affiliation(s)
- Amanda D Vandyk
- School of Nursing, Faculty of Health Sciences, University of Ottawa, Ottawa, Ontario, Canada
| | - Michelle Lalonde
- School of Nursing, Faculty of Health Sciences, University of Ottawa, Ottawa, Ontario, Canada
| | - Sabrina Merali
- International Affairs and Best Practice Guidelines Centre, Registered Nurses' Association of Ontario, Toronto, Ontario, Canada
| | - Erica Wright
- Health Science Librarian, University of Ottawa, Ottawa, Ontario, Canada
| | - Irmajean Bajnok
- International Affairs and Best Practice Guidelines Centre, Registered Nurses' Association of Ontario, Toronto, Ontario, Canada
| | - Barbara Davies
- School of Nursing, Faculty of Health Sciences, University of Ottawa, Ottawa, Ontario, Canada
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Haley B, Heo S, Wright P, Barone C, Rettigantid MR, Anders M. Effects of Using an Advancing Care Excellence for Seniors Simulation Scenario on Nursing Student Empathy: A Randomized Controlled Trial. Clin Simul Nurs 2017. [DOI: 10.1016/j.ecns.2017.06.003] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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The power of nursing: An innovative course in values clarification and self-discovery. J Prof Nurs 2017; 33:267-270. [DOI: 10.1016/j.profnurs.2017.01.005] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/13/2016] [Accepted: 01/27/2017] [Indexed: 11/17/2022]
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McEnteggart C, Barnes-Holmes Y, Adekuoroye F. The effects of a voice hearing simulation on implicit fear of voices. JOURNAL OF CONTEXTUAL BEHAVIORAL SCIENCE 2016. [DOI: 10.1016/j.jcbs.2016.06.003] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Kirkbakk-Fjær K, Hedelin B, Moen ØL. Undergraduate Nursing Students' Evaluation of the Debriefing Phase in Mental Health Nursing Simulation. Issues Ment Health Nurs 2016; 37:360-6. [PMID: 27050663 DOI: 10.3109/01612840.2015.1136716] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
The debriefing phase in mental health nursing simulation promotes a reflexive learning process with the opportunity to develop metacognitive and nontechnical skills. The aim of this quantitative study was to describe undergraduate nursing students' evaluation of their experience during the debriefing phase following high fidelity human simulation (HFHS). Data was collected using the "Debriefing Experience Scale" and analysed with descriptive and comparative tests. The debriefing phase was evaluated as very good. Background data and group size revealed few significant differences. Students with little clinical praxis evaluated having time to acknowledge feelings as important. Differences between groups revealed that groups should consist of up to eighteen students.
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Affiliation(s)
- Kari Kirkbakk-Fjær
- a Gjøvik University College , Department of Nursing , Gjøvik , Norway.,b Norwegian University of Science and Technology (NTNU) , Department of Nursing , Gjøvik , Norway
| | - Birgitta Hedelin
- a Gjøvik University College , Department of Nursing , Gjøvik , Norway.,b Norwegian University of Science and Technology (NTNU) , Department of Nursing , Gjøvik , Norway
| | - Øyfrid Larsen Moen
- a Gjøvik University College , Department of Nursing , Gjøvik , Norway.,b Norwegian University of Science and Technology (NTNU) , Department of Nursing , Gjøvik , Norway
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Fossen P, Stoeckel PR. Nursing Students' Perceptions of a Hearing Voices Simulation and Role-Play: Preparation for Mental Health Clinical Practice. J Nurs Educ 2016; 55:203-8. [DOI: 10.3928/01484834-20160316-04] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/09/2015] [Accepted: 01/20/2016] [Indexed: 11/20/2022]
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Lyons MT, Brewer G, Bethell EJ. Sex-Specific Effect of Recalled Parenting on Affective and Cognitive Empathy in Adulthood. CURRENT PSYCHOLOGY 2016; 36:236-241. [PMID: 28725136 PMCID: PMC5486513 DOI: 10.1007/s12144-015-9405-z] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
Abstract
Previous research has demonstrated the influence of parenting on the development of children's empathy. However, few studies have considered the impact of parents on empathy in adulthood, specific components of empathy, or the importance of parent and child biological sex. In the present study, 226 participants (71 men) completed online versions of the Parental Bonding Instrument (Parker et al. British Journal of Medical Psychology, 52, 1-10 1979), Empathy Quotient (Baron-Cohen and Wheelwright Journal of Autism and Developmental Disorders, 34, 163-175 2004), and Interpersonal Reactivity Index (Davis JSAS Catalog of Selected Documents in Psychology, 10, 85 1980). Paternal care and overprotection influenced affective empathy in men, whilst maternal overprotection predicted affective empathy in women. Further, maternal care related to cognitive empathy in men, whilst none of the parental care variables related to cognitive empathy in women. Findings are discussed in relation to sex differences in childhood parenting experiences on adult cognitive and affective empathy.
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Affiliation(s)
- Minna T. Lyons
- School of Psychology, University of Liverpool, Bedford Street South, Liverpool, L69 7ZA UK
| | - Gayle Brewer
- University of Central Lancashire, Preston, England
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Sideras S, McKenzie G, Noone J, Dieckmann N, Allen TL. Impact of a Simulation on Nursing Students' Attitudes Toward Schizophrenia. Clin Simul Nurs 2015. [DOI: 10.1016/j.ecns.2014.11.005] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Jack D, Gerolamo AM, Frederick D, Szajna A, Muccitelli J. Using a Trained Actor to Model Mental Health Nursing Care. Clin Simul Nurs 2014. [DOI: 10.1016/j.ecns.2014.06.003] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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