1
|
Hodges SD, Kezer M, Hall JA, Vorauer JD. Exploring Actual and Presumed Links between Accurately Inferring Contents of Other People's Minds and Prosocial Outcomes. J Intell 2024; 12:13. [PMID: 38392169 PMCID: PMC10890342 DOI: 10.3390/jintelligence12020013] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/02/2023] [Revised: 12/05/2023] [Accepted: 01/03/2024] [Indexed: 02/24/2024] Open
Abstract
The term "empathic accuracy" has been applied to people's ability to infer the contents of other people's minds-that is, other people's varying feelings and/or thoughts over the course of a social interaction. However, despite the ease of intuitively linking this skill to competence in helping professions such as counseling, the "empathic" prefix in its name may have contributed to overestimating its association with prosocial traits and behaviors. Accuracy in reading others' thoughts and feelings, like many other skills, can be used toward prosocial-but also malevolent or morally neutral-ends. Prosocial intentions can direct attention towards other people's thoughts and feelings, which may, in turn, increase accuracy in inferring those thoughts and feelings, but attention to others' thoughts and feelings does not necessarily heighten prosocial intentions, let alone outcomes.
Collapse
Affiliation(s)
- Sara D Hodges
- Department of Psychology, University of Oregon, 1451 Onyx Street, Eugene, OR 97403-1227, USA
| | - Murat Kezer
- Department of Psychology, University of Oregon, 1451 Onyx Street, Eugene, OR 97403-1227, USA
| | - Judith A Hall
- Department of Psychology, Northeastern University, Boston, MA 02115, USA
| | - Jacquie D Vorauer
- Department of Psychology, University of Manitoba, Winnipeg, MB R3T 2N2, Canada
| |
Collapse
|
2
|
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.
Collapse
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
| |
Collapse
|
3
|
Lobchuk M, Hoplock L, Harder N, Friesen M, Rempel J, Bathi PR. Usability testing of a Web-Based Empathy Training Portal: A Mixed Methods Study (Preprint). JMIR Form Res 2022; 7:e41222. [PMID: 37014693 PMCID: PMC10131903 DOI: 10.2196/41222] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/10/2022] [Revised: 01/26/2023] [Accepted: 02/13/2023] [Indexed: 02/17/2023] Open
Abstract
BACKGROUND The prepandemic period saw a rise in web-based teaching. However, web-based tools for teaching the essential clinical skill of cognitive empathy (also known as perspective taking) remain limited. More of these tools are needed and require testing for ease of use and understanding by students. OBJECTIVE This study aimed to evaluate the usability of the In Your Shoes web-based empathy training portal application for students using quantitative and qualitative methods. METHODS This 3-phase formative usability study used a mixed methods design. In mid-2021, we conducted a remote observation of student participants interacting with our portal application. Their qualitative reflections were captured, followed by data analysis and iterative design refinements of the application. Overall, 8 third- and fourth-year nursing students from an undergraduate baccalaureate program at a Canadian university, in the western province of Manitoba, were included in this study. Participants in phases 1 and 2 were remotely observed by 3 research personnel while engaged in predefined tasks. In phase 3, two student participants were asked to use the application as they liked in their own environments, after which a video-recorded exit interview with a think-aloud process was conducted as participants responded to the System Usability Scale. We calculated descriptive statistics and performed content analysis to analyze the results. RESULTS This small study included 8 students with a range of technology skills. Usability themes were based on participants' comments on the application's appearance, content, navigation, and functionality. The biggest issues that participants experienced were with navigating the application's "tagging" features during video analysis and the length of educational material. We also observed variations in 2 participants' system usability scores in phase 3. This may be because of their different comfort levels with technology; however, additional research is required. We made iterative refinements to our prototype application (eg, added pop-up messages and provided a narrated video on the application's "tagging" function) based on participant feedback. CONCLUSIONS With increasing engagement in web-based teaching, technology has become an essential medium for receiving health care education. We developed a novel prototype application as a supplemental classroom tool to foster students' self-directed learning of empathy. This study provided direction for refinements to optimize the usability of and satisfaction with this innovative application. Qualitative feedback revealed favorable input toward learning perspective taking place on the web and helpful recommendations for improving user experiences with the application. We could not fully assess the application's key functions owing to the COVID-19 protocols. Thus, our next step is to obtain feedback from a larger sample of student users, whose experiences performing "live" video capture, annotation, and analysis will be more authentic and wholesome with the refined application. We discuss our findings in relation to research on nursing education, perspective taking, and adaptive e-learning.
Collapse
Affiliation(s)
- Michelle Lobchuk
- College of Nursing, Rady Faculty of Health Sciences, University of Manitoba, Winnipeg, MB, Canada
| | | | - Nicole Harder
- College of Nursing, Rady Faculty of Health Sciences, University of Manitoba, Winnipeg, MB, Canada
| | - Marcia Friesen
- Price Faculty of Engineering, University of Manitoba, Winnipeg, MB, Canada
| | - Julie Rempel
- College of Nursing, Rady Faculty of Health Sciences, University of Manitoba, Winnipeg, MB, Canada
| | - Prachotan Reddy Bathi
- Department of Computer Science and Engineering, Manipal Institute of Technology, Manipal, India
| |
Collapse
|
4
|
Lobchuk M, Bathi PR, Ademeyo A, Livingston A. Remote Moderator and Observer Experiences and Decision-making During Usability Testing of a Web-Based Empathy Training Portal: Content Analysis. JMIR Form Res 2022; 6:e35319. [PMID: 35921138 PMCID: PMC9386579 DOI: 10.2196/35319] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/18/2021] [Revised: 04/20/2022] [Accepted: 06/11/2022] [Indexed: 11/13/2022] Open
Abstract
Background
COVID-19 restrictions severely curtailed empirical endeavors that involved in-person interaction, such as usability testing sessions for technology development. Researchers and developers found themselves using web-based moderation for usability testing. Skilled remote moderators and observers are fundamental in this approach. However, to date, more empirical work is needed that captures the perceptions and support needs of moderators and observers in testing situations.
Objective
The aim of this paper was to identify remote moderator and observer participant experiences and their use of certain tools to capture feedback of users as they interact with the web browser application.
Methods
This research is part of a broader study on an educational web browser application for nursing students to learn perspective taking and enhance their perceptual understanding of a dialogue partner’s thoughts and feelings. The broader study used a quantitative and think-aloud qualitative problem-discovery usability study design. This case study explored written accounts of the remote moderator and observer participants regarding their roles, experiences, and reactions to the testing protocol and their suggestions for improved techniques and strategies for conducting remote usability testing. Content analysis was used to analyze participants’ experiences in the usability testing sessions.
Results
We collected data from 1 remote moderator and 2 remote observers. Five themes were identified: dealing with personal stressors, dealing with user anxiety, maintaining social presence, ethical response to the study protocol, and communication during sessions. The participants offered recommendations for the design of future remote testing activities as well as evidence-informed training materials for usability project personnel.
Conclusions
This study’s findings contribute to a growing body of endeavors to understand human-computer interaction and its impact on remote moderator and observer roles. As technology rapidly advances, more remote usability testing will occur where the knowledge gleaned in this study can have an impact. Recommendations based on moderator and observer participant perspectives identify the need for more evidence-informed training materials for their roles that focus on web-based interpersonal communication skills, execution of user testing protocols, troubleshooting technology and test user issues, proficiency in web conferencing platforms, behavior analysis and feedback technologies, and time management.
Collapse
Affiliation(s)
- Michelle Lobchuk
- College of Nursing, Rady Faculty of Health Sciences, University of Manitoba, Winnipeg, MB, Canada
| | - Prachotan Reddy Bathi
- Department of Computer Science and Engineering, Manipal Institute of Technology, Manipal, India
| | - Adedotun Ademeyo
- Department of Electrical and Computer Engineering, University of Manitoba, Winnipeg, MB, Canada
| | - Aislinn Livingston
- Department of Electrical and Computer Engineering, University of Manitoba, Winnipeg, MB, Canada
| |
Collapse
|
5
|
Basile C, Lecce S, van Vugt FT. Synchrony During Online Encounters Affects Social Affiliation and Theory of Mind but Not Empathy. Front Psychol 2022; 13:886639. [PMID: 36092070 PMCID: PMC9450704 DOI: 10.3389/fpsyg.2022.886639] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2022] [Accepted: 06/07/2022] [Indexed: 11/13/2022] Open
Abstract
Moving together in time affects human social affiliation and cognition. However, it is unclear whether these effects hold for on-line video meetings and whether they extend to empathy (understanding or sharing others' emotions) and theory of mind (ToM; attribution of mental states to others). 126 young adult participants met through online video in unacquainted pairs. Participants either performed 3 min of synchronous arm movements paced by sounds (n = 40), asynchronous movements (n = 46) or a small talk condition (n = 40). In a subsequent empathy task, participants engaged in a conversation. A video recording of this conversation was played back, and each participant rated, at predetermined time points, how they felt and how they thought their partner felt. From this we calculated empathic accuracy (accuracy of the estimation of the other's emotions) and emotional congruence (emotion sharing). ToM was measured by showing videos of geometrical shapes interacting and asking the participants to describe what happened, measuring the amount of intentionality. We found that participants in the synchrony condition rated feeling greater closeness and similarity to their partners relative to the asynchronous condition. Further, participants in the synchrony group tended to ascribe more intentionality to the abstract shapes than participants in asynchrony condition, suggesting greater ToM. Synchrony and asynchrony groups did not reliably differ in empathic accuracy nor emotional congruence. These results suggest that moving in synchrony has effects on social affiliation measures even in online encounters. These effects extend to ToM tendencies but not empathic accuracy or emotion sharing. These results highlight the potential of synchronous movement in online encounters to affect a subset of social cognition and affiliation measures.
Collapse
Affiliation(s)
- Chiara Basile
- Department of Brain and Behavioral Sciences, University of Pavia, Pavia, Italy
| | - Serena Lecce
- Department of Brain and Behavioral Sciences, University of Pavia, Pavia, Italy
| | - Floris Tijmen van Vugt
- Department of Psychology, University of Montreal, Montreal, QC, Canada
- International Laboratory for Brain, Music and Sound Research BRAMS, Montreal, QC, Canada
- Centre for Research on Brain, Language and Music – CRBLM, Montreal, QC, Canada
- Haskins Laboratories, Yale University, New Haven, CI, United States
| |
Collapse
|
6
|
Lu SW, Huang CY, Liu CY, Huang HM, Cheng SF. Effectiveness of a Mobile Technology-Supported Self-Reflective Course in Communication Behaviors for Outpatient Nurses. J Contin Educ Nurs 2022; 53:279-288. [PMID: 35647624 DOI: 10.3928/00220124-20220505-10] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
Background Communication is a core competency for outpatient nurses. This study investigated the effectiveness of a mobile technology-supported self-reflective (MTS) course in communication behaviors among outpatient nurses. Method This quasi-experimental study used a convenience sample of 78 outpatient nurses (experimental group = 39; control group = 39). The experimental group completed the MTS communication course. Communication behaviors were evaluated before, 1 week after, and 1 month after the course. Results There was no significant difference in communication behaviors between the groups before the intervention. One week after the intervention, communication behavior scores significantly increased in both groups without significant between-group differences (p > .05). One month after the intervention, the experimental group showed significantly higher communication behavior scores (p < .05). Both groups demonstrated high learning satisfaction. Conclusion The MTS communication course was successful in promoting effective outpatient nurse-patient communication. Health care facilities may want to incorporate the MTS course into their orientation program. [J Contin Educ Nurs. 2022;53(6):279-288.].
Collapse
|
7
|
O’Rourke DJ, Lobchuk MM, Thompson GN, Lengyel C. Expanding the conversation: A Person-centred Communication Enhancement Model. DEMENTIA 2022; 21:1596-1617. [PMID: 35465734 PMCID: PMC9243449 DOI: 10.1177/14713012221080252] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
The intricacy and impact of human communication has long captured the attention of
philosophers, scholars and practitioners. Within the realm of care and service provision,
efforts to maximize outcomes through optimal person-provider communication have drawn
research and clinical focus to this area for several decades. With the dawning of the
person-centred care movement within healthcare, and in particular long-term care home and
dementia care settings, improvement in care providers’ use of person-centred communication
strategies and enhancement of relationships between residents, their families and care
providers are desired outcomes. Thus, several person-centred care and communication
theoretical perspectives have been employed to ground study in this field. However, a
comprehensive theoretical position to underpin person-centred communication in dementia
and older adult research does not exist to our knowledge. To offer expansion to the
theoretical work in this emerging field, a Person-Centred Communication Enhancement Model
for long-term care and dementia care is proposed, as well as rationale for its
development. This discussion will also provide an overview and critique of the extant
philosophies, theories, frameworks and models that have been utilized in the study of
person-centred communication within the context of long-term care and dementia care.
Collapse
Affiliation(s)
- Deanne J O’Rourke
- College of Nursing, University of Manitoba, Rady Faculty of Health Sciences, Winnipeg, MB, Canada
| | - Michelle M Lobchuk
- College of Nursing, University of Manitoba, Rady Faculty of Health Sciences, Winnipeg, MB, Canada
| | - Genevieve N Thompson
- College of Nursing, University of Manitoba, Rady Faculty of Health Sciences, Winnipeg, MB, Canada
| | - Christina Lengyel
- Department of Food and Human Nutritional Sciences, University of Manitoba, Winnipeg, MB, Canada
| |
Collapse
|
8
|
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
| |
Collapse
|
9
|
Hoplock LB, Lobchuk MM, Lemoine J. Perceptions of an evidence-based empathy mobile app in post-secondary education. EDUCATION AND INFORMATION TECHNOLOGIES 2020; 26:1273-1292. [PMID: 32863732 PMCID: PMC7447085 DOI: 10.1007/s10639-020-10311-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/24/2020] [Accepted: 08/20/2020] [Indexed: 06/11/2023]
Abstract
Cognitive empathy (also known as perspective-taking) is an important, teachable, skill. As part of a knowledge translation project, we identified a) interest in an evidence-based cognitive empathy mobile app and b) which faculties believe that cognitive empathy is important for their profession. Students (n = 638) and instructors/professors (n = 38) completed a university-wide survey. Participants in Education, Social Work, and the Health Sciences were among those most interested in the app. The majority of participants said that they would prefer for the app to be free or less than $3 for students. Most participants preferred a one-time payment option. Across 17 faculties, all but one had 60% or more of its sampled members say that cognitive empathy is important for their profession. Results illuminate perceptions of cognitive empathy instruction and technology. Results also provide insight into issues to consider when developing and implementing an educational communication app.
Collapse
Affiliation(s)
- Lisa B. Hoplock
- Rady Faculty of Health Sciences, College of Nursing, University of Manitoba, 89 Curry Place, Winnipeg, Manitoba R3T 2N2 Canada
| | - Michelle M. Lobchuk
- Rady Faculty of Health Sciences, College of Nursing, University of Manitoba, 89 Curry Place, Winnipeg, Manitoba R3T 2N2 Canada
| | - Jocelyne Lemoine
- Rady Faculty of Health Sciences, College of Nursing, University of Manitoba, 89 Curry Place, Winnipeg, Manitoba R3T 2N2 Canada
| |
Collapse
|
10
|
Empathy training in health sciences: A systematic review. Nurse Educ Pract 2020; 44:102739. [DOI: 10.1016/j.nepr.2020.102739] [Citation(s) in RCA: 22] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/01/2018] [Revised: 09/30/2019] [Accepted: 02/18/2020] [Indexed: 12/30/2022]
|
11
|
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.
Collapse
Affiliation(s)
- Ruth A Engbers
- Marquette University, College of Nursing, 530 N 16th St., Milwaukee, WI 53233, United States of America.
| |
Collapse
|
12
|
Yang C, Zhu YL, Xia BY, Li YW, Zhang J. The effect of structured empathy education on empathy competency of undergraduate nursing interns: A quasi-experimental study. NURSE EDUCATION TODAY 2020; 85:104296. [PMID: 31775084 DOI: 10.1016/j.nedt.2019.104296] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/05/2019] [Revised: 08/31/2019] [Accepted: 11/18/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND Empathy is a crucial element in fostering a positive relationship between nurses and patients. Recent research indicates that the degree of empathy in nursing students declines as they gain education or experience. A number of teaching strategies have been used to improve nursing students' empathy competence levels. However, little is currently known about how empathy is best taught or enhanced in senior nursing students in China. OBJECTIVES To implement a structured empathy educational program as developed from the Delphi technique, as well as to evaluate its effects on empathy competence among undergraduate nursing interns. DESIGN This study is quasi-experimental, with two-group comparison. PARTICIPANTS Undergraduate nursing students in their fourth year (n = 118) were recruited from an affiliated teaching hospital in Wuhan, Central Part of China, between January 2018 and March 2018. METHODS A convenience sample of 118 undergraduate nursing interns were recruited from a teaching hospital in Wuhan and assigned to either the intervention or the control group according to their preference. Participants in the intervention group had received a 2-week, 12-hour structured empathy-related educational program (two sessions per week, 3 h per session), whereas the control group received no intervention. The Jefferson Scale of Empathy-Health Providers (JSE-HPs) was used to assess students' empathy levels before and after the intervention. RESULTS An independent samples t-test revealed that scores of empathy competence levels in the intervention group were significantly higher than those in the control group following the intervention. Three domains of empathy competence level were also significantly higher in the intervention group after the two weeks' training relative to the control group, namely: perspective taking, compassionate care, and standing in the patient's shoes. CONCLUSIONS This modified empathy educational program may prove beneficial in improving the empathy competence level of undergraduate nursing interns.
Collapse
Affiliation(s)
- Chao Yang
- Faculty of Nursing, Wuhan University School of Health Sciences, Wuhan 430071, PR China
| | - Ya-Li Zhu
- Minda Hospital, Hubei Minzu University, Enshi 445000, PR China
| | - Bi-Ying Xia
- Faculty of Nursing, Wuhan University School of Health Sciences, Wuhan 430071, PR China
| | - Ya-Wei Li
- Faculty of Nursing, Wuhan University School of Health Sciences, Wuhan 430071, PR China
| | - Jun Zhang
- Faculty of Nursing, Wuhan University School of Health Sciences, Wuhan 430071, PR China.
| |
Collapse
|
13
|
Levett‐Jones T, Cant R. The empathy continuum: An evidenced‐based teaching model derived from an integrative review of contemporary nursing literature. J Clin Nurs 2020; 29:1026-1040. [DOI: 10.1111/jocn.15137] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/27/2019] [Revised: 09/29/2019] [Accepted: 11/18/2019] [Indexed: 12/30/2022]
Affiliation(s)
| | - Robyn Cant
- Faculty of Health University of Technology Sydney Ultimo NSW Australia
| |
Collapse
|
14
|
Hoplock LB, Lobchuk MM. Are perspective-taking outcomes always positive? Challenges and mitigation strategies. Nurs Forum 2019; 55:177-181. [PMID: 31724743 DOI: 10.1111/nuf.12413] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
BACKGROUND Engaging in perspective-taking often has positive outcomes for both healthcare providers and patients. Perspective-taking by healthcare providers has been linked to increased patient satisfaction and compliance, patients' positive perceptions of healthcare providers' interpersonal skills, and a reduction in judgmental attitudes toward individuals who engage in health-risk behaviors. The positive outcomes that are associated with perspective-taking are often highlighted in the literature. However, less discussed are the negative outcomes. AIM This paper discusses the positive and negative outcomes associated with perspective-taking and presents potential methods for mitigating negative outcomes. CONCLUSION When designing and implementing perspective-taking interventions, educators and researchers should consider potential negative intervention outcomes and strategies to attenuate these outcomes.
Collapse
Affiliation(s)
- Lisa B Hoplock
- Rady Faculty of Health Sciences, College of Nursing, University of Manitoba, Winnipeg, Canada
| | - Michelle M Lobchuk
- Rady Faculty of Health Sciences, College of Nursing, University of Manitoba, Winnipeg, Canada
| |
Collapse
|
15
|
Bas-Sarmiento P, Fernández-Gutiérrez M, Díaz-Rodríguez M. Teaching empathy to nursing students: A randomised controlled trial. NURSE EDUCATION TODAY 2019; 80:40-51. [PMID: 31252353 DOI: 10.1016/j.nedt.2019.06.002] [Citation(s) in RCA: 22] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/05/2018] [Revised: 05/13/2019] [Accepted: 06/10/2019] [Indexed: 06/09/2023]
Abstract
BACKGROUND Empathy has been reported to produce a positive effect on improving patient health outcomes, becoming a fundamental skill in any health personnel-patient relationship. OBJECTIVE To evaluate the effectiveness of an intervention designed to improve the nursing students´ empathy, the learning perception, the improvement of the perception in the understanding of the content, and in the degree of difficulty as well as the acquisition of skills. DESIGN Multicentre randomised controlled trial. SETTING This research was conducted at two schools of nursing at a public university in the Southwest of Spain. PARTICIPANTS 116 nursing students were randomly assigned to an experimental or a control group (delayed intervention group once the post-training analysis was completed) during the second semester of the 2015/2016 academic year. METHODS Pre-test, post-test, and follow-up data were obtained for each group using a simulated clinical interview. Empathy was the primary outcome (The Consultation and Relational Empathy Measure, Jefferson Scale of Empathy student version, Reynolds Empathy Scale, and Carkhuff Scale). The students' perceived knowledge, the learning perception, the self-esteem (Rosenberg Self-Esteem Scale) and the understanding of the content and acquisition of skills (ad-hoc questions) were also analysed. RESULTS The results were improved in all the measures conducted in the experimental groups at the different centres after the intervention. The mean post-test simulation scores were higher than the pre-test with statistically significant differences. The results were maintained in the follow-up. The student's perception of learning and the perception of understanding of the content and the acquisition of skills were improved as well. CONCLUSION The study support that training in empathic competence is effective.
Collapse
Affiliation(s)
- Pilar Bas-Sarmiento
- Faculty of Nursing. University of Cádiz. Venus Street, 11207 Algeciras, Cádiz, Spain.
| | | | - Mercedes Díaz-Rodríguez
- Faculty of Nursing and Physiotherapy. University of Cadiz. Ana de Viya Avenue 52, 11009 Cádiz, Spain.
| |
Collapse
|
16
|
Levett-Jones T, Cant R, Lapkin S. A systematic review of the effectiveness of empathy education for undergraduate nursing students. NURSE EDUCATION TODAY 2019; 75:80-94. [PMID: 30739841 DOI: 10.1016/j.nedt.2019.01.006] [Citation(s) in RCA: 109] [Impact Index Per Article: 21.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/28/2018] [Accepted: 01/16/2019] [Indexed: 06/09/2023]
Abstract
OBJECTIVE The objective of this systematic review was to identify, critically appraise and synthesize evidence for the effectiveness of empathy interventions in undergraduate nursing education. DESIGN A systematic review of literature. DATA SOURCES A three-stage systematic search of six electronic databases was conducted. REVIEW METHODS The Preferred Reporting Items for Systematic reviews and Meta-Analyses guided the review. English language articles published between 2000 and 2018 were eligible. Methodological rigour was examined using the Medical Education Research Study Quality Instrument. Changes in empathy were assessed using Cohen's effect size correlation (r) and reported as effective when the variance was >0.2 standard deviations (r ≥ 0.2). RESULTS Of 23 included studies, four were experimental and four were case-control studies. Of these, the mean effect size was r = 0.45 and three were regarded as effective empathy interventions. Although 10 of 13 single group studies demonstrated a significant change in empathy between pre-test and post-test (p < 0.05), effect sizes were often low (mean r = 0.26). Six single-group studies reported an intervention effect of r > 0.2. The most effective empathy education involved immersive and experiential simulation-based interventions. Simulation modalities ranged from role plays, manikin-based scenarios, to 3D e-simulations and point-of-view simulations where students wore a hemiparesis suit\ CONCLUSIONS: Nine of 23 empathy education studies in undergraduate nurse education demonstrated practical improvements in empathy. The most effective interventions were immersive and experiential simulations that focused on vulnerable patient groups and provided opportunities for guided reflection. We noted the research designs were limited in terms of levels of evidence and use of subjective measures. Larger experimental studies are required to provide higher levels of evidence to identify unequivocal outcomes in terms of empathy research. Future studies should consider transfer to practice and longer-term changes in empathy as study outcomes.
Collapse
Affiliation(s)
- Tracy Levett-Jones
- Nursing Education, University of Technology Sydney, Ultimo, NSW 2007, Australia.
| | - Robyn Cant
- Faculty of Health (Nursing), University of Technology Sydney, Ultimo, NSW 2007, Australia.
| | - Samuel Lapkin
- Faculty of Science Medicine & Health, School of Nursing, University of Wollongong, South Western Sydney Campus, Liverpool, NSW 2170, Australia.
| |
Collapse
|
17
|
Lobchuk M, Hoplock L, Halas G, West C, Dika C, Schroeder W, Ashcroft T, Clouston KC, Lemoine J. Heart health whispering: A randomized, controlled pilot study to promote nursing student perspective-taking on carers' health risk behaviors. BMC Nurs 2018; 17:21. [PMID: 29849504 PMCID: PMC5968556 DOI: 10.1186/s12912-018-0291-1] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/27/2017] [Accepted: 05/18/2018] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Lifestyle counseling is described as a "major breakthrough" in the control of chronic diseases. Counseling can be challenging to nurses due their lack of motivation to counsel, hesitancy to appear non-judgmental, lack of empathy, and lack of time. Nurses voice their need for more training in counseling communication skills. Our main objective was to engage in ongoing development and testing of a promising Heart Health Whispering perspective-taking intervention on nursing students' clinical empathy, perceptual understanding, and client readiness to alter health risk behaviors. METHODS In this randomized controlled pilot study, the full intervention (perspective-taking instructions, practice, and video-feedback) and partial intervention (video-feedback only) comprised 24 and 18 nursing students, respectively. Quantitative data were collected with a 10-item pre- and post-intervention clinical empathy tool, a one-item 'readiness to change' health risk behavior tool plus similarity ratings on students' empathic accuracy were calculated. Data were analyzed using Independent Samples t Tests and mixed model ANCOVA models. Students' and actors' evaluative responses toward the intervention phases were collected by handwritten notes, and analyzed using content analysis and constant comparison techniques. RESULTS The main finding was that students in the full intervention group reported greater clinical empathy in the post versus baseline condition. Students underestimated their clinical empathy in comparison to carers' reports in the post-condition. In both intervention groups, carers reported more readiness to change in the post-condition. Carers identified favorable and unfavorable perceptions and outcomes of approaches taken by students. Students desired immediate and direct feedback after the video-dialogue and -tagging exercise. CONCLUSIONS Heart Health Whispering is a promising intervention to help educators in basic and continuing education to bolster nurse confidence in empathic conversations on health risk behaviors. This intervention incorporates commonly used strategies to teach empathic communication along with a novel video-analysis application of a perspective-taking task. Student and carer actor comments highlighted the value in opportunities for students to engage in self-evaluation and practicing the empathic process of taking the client's perspective on health risk behaviors.
Collapse
Affiliation(s)
- Michelle Lobchuk
- Rady Faculty of Health Sciences, College of Nursing, University of Manitoba, Room 315 – 89 Curry Place, Winnipeg, MB R3T 2N2 Canada
| | - Lisa Hoplock
- Rady Faculty of Health Sciences, College of Nursing, University of Manitoba, Room 315 – 89 Curry Place, Winnipeg, MB R3T 2N2 Canada
| | - Gayle Halas
- Max Rady Faculty of Health Sciences, College of Medicine, University of Manitoba, P228-770, Bannatyne Avenue, Winnipeg, MB R3E 0W3 Canada
| | - Christina West
- Rady Faculty of Health Sciences, College of Nursing, University of Manitoba, Room 315 – 89 Curry Place, Winnipeg, MB R3T 2N2 Canada
| | - Cheryl Dika
- Rady Faculty of Health Sciences, College of Nursing, University of Manitoba, Room 315 – 89 Curry Place, Winnipeg, MB R3T 2N2 Canada
| | - Wilma Schroeder
- Red River College, Nursing, 2055 Notre Dame Avenue, Winnipeg, MB R3H 0J9 Canada
| | - Terri Ashcroft
- Rady Faculty of Health Sciences, College of Nursing, University of Manitoba, Room 315 – 89 Curry Place, Winnipeg, MB R3T 2N2 Canada
| | - Kathleen Chambers Clouston
- Department of Surgery, Section of General Surgery, University of Manitoba, 770 Bannatyne Avenue, Winnipeg, MB R3E 0W3 Canada
| | - Jocelyne Lemoine
- Rady Faculty of Health Sciences, College of Nursing, University of Manitoba, Room 315 – 89 Curry Place, Winnipeg, MB R3T 2N2 Canada
| |
Collapse
|
18
|
Lee KC, Yu CC, Hsieh PL, Li CC, Chao YFC. Situated teaching improves empathy learning of the students in a BSN program: A quasi-experimental study. NURSE EDUCATION TODAY 2018; 64:138-143. [PMID: 29476960 DOI: 10.1016/j.nedt.2018.02.013] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/13/2017] [Revised: 01/23/2018] [Accepted: 02/08/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND Empathy is an important clinical skill for nursing students, but it is a characteristic difficult to teach and assess. OBJECTIVE To evaluate the effect of situated teaching on empathy learning among undergraduate nursing students. DESIGN A cohort study with pre-post-test quasi-experimental design. PARTICIPANTS AND SETTING The 2nd-year students were enrolled from two BSN programs. METHODS The teaching program was completed over 4 months on the basis of experiential learning theory which integrated the following four elements: classroom-based role play, self-reflection, situated learning and acting. The Jefferson Scale of Empathy-Health Profession-Student version was administered before and after the program. Objective Structure Clinical Examination (OSCE) was administered at the end of program and a rubrics scale was used to measure empathy. A generalized estimation equation was used to identify the effect of subjective empathy, and an independent t-test was used for the objective assessment between two groups. RESULTS A total of 103 students were enrolled. The results showed that subjective empathy increased significantly in experimental group. In the Objective Structured Clinical Examination, examiners and standard patients gave significantly higher empathy scores to the situated teaching group than the control group. CONCLUSIONS The present study indicated that situated teaching can improve empathy learning of the nursing students. However different methods of assessment of empathy produce different results. We therefore recommend that multiple measurements from difference perspectives are preferable in the assessment of empathy.
Collapse
Affiliation(s)
- Kwo-Chen Lee
- School of Nursing, China Medical University, Department of Nursing, China Medical University Hospital, Taichung, Taiwan.
| | - Chin-Ching Yu
- School of Nursing, Central Taiwan University of Science and Technology, Taichung, Taiwan.
| | | | - Chin-Ching Li
- Department of Nursing, Mackay Medical College, Taiwan.
| | | |
Collapse
|
19
|
Leonard CR, Zomorodi M, Foster BB. The Impact of Caring: Teaching Students Empathy Through the Patient Voice. Creat Nurs 2018; 24:62-66. [PMID: 29490837 DOI: 10.1891/1078-4535.24.1.62] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
The purpose of this educational brief is to describe an innovative learning experience focused on teaching students empathy for chronic illness, using patient voices. Panel members of individuals who had experienced acute and chronic illness from either the perspective of the patient or caregiver participated in a one-time session for undergraduate baccalaureate nursing students. Panel members presented their narrative to the students, engaging them in a question-and-answer session about the impact of nursing care on their experience. Both the panelists and the students found the experience meaningful. Over time the panel has varied in format, but has consistently humanized the patient experience, highlighted the importance of empathy, and conveyed the impact that nurses have on their patients and families. This innovative strategy proved to be very beneficial for students transitioning into their first clinical experience.
Collapse
|
20
|
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]
|
21
|
Ferri P, Rovesti S, Panzera N, Marcheselli L, Bari A, Di Lorenzo R. Empathic attitudes among nursing students: a preliminary study. ACTA BIO-MEDICA : ATENEI PARMENSIS 2017; 88:22-30. [PMID: 28752829 DOI: 10.23750/abm.v88i3 -s.6610] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Subscribe] [Scholar Register] [Received: 07/13/2017] [Indexed: 12/30/2022]
Abstract
BACKGROUND AND AIM An empathic approach is fundamental for therapeutic relationship between nurse and patient. According to some researchers, female nursing students show higher empathic attitude in comparison with males, but both show a decline in empathy level as their studies progress. This preliminary study evaluated the self-reported emotional empathy level among undergraduate students at first and second year of nursing 3-year course. METHOD To assess empathy level, the Balanced Emotional Empathy Scale (BEES) was administered to all students enrolled in the 2015/16 academic year (N=142), at the beginning of first year (T0) and at mid-point of second year (T1) of nursing course. Data were statistically analyzed. RESULTS 118 nursing students participated in the first and 99 in the second survey. The BEES global mean score for the longitudinal group (n=99) slightly decreased from T0 (mean=37.1±19.5 SD) to T1 (mean=33.5±22.6 SD) (t=1.20, p=0.23; t-test for paired data). Female students reported a statistically significant higher mean BEES score compared to male students in both surveys. CONCLUSIONS Our preliminary data suggest a slight decline in empathy level among nursing students with the progress of study course, in accordance with previous studies. In particular, our study shows higher levels of empathy in female students and lower levels in male students, compared to other studies. Further surveys aimed at investigating the empathy attitude at the end of nursing course could confirm the decline tendency reported by this preliminary study. Other research focusing on the causes of empathy decline are necessary to explain this phenomenon.
Collapse
Affiliation(s)
- Paola Ferri
- Department of Diagnostic, Clinical and Public Health Medicine, University of Modena and Reggio Emilia.
| | | | | | | | | | | |
Collapse
|