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Wang J, Xu X, Sun J, Ma Y, Tang P, Chang W, Chen X, Cui Y, Su M, He Y. A study of latent profile analysis of empathic competence and factors influencing it in nursing interns: a multicenter cross-sectional study. Front Public Health 2024; 12:1434089. [PMID: 38989120 PMCID: PMC11234888 DOI: 10.3389/fpubh.2024.1434089] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/17/2024] [Accepted: 06/14/2024] [Indexed: 07/12/2024] Open
Abstract
Background Empathy, as one of the fundamental principles of nursing professionalism, plays a pivotal role in the formation and advancement of the nursing team. Nursing interns, as a reserve force within the nursing team, are of significant importance in terms of their ability to empathize. This quality is not only directly related to the degree of harmony in the nurse-patient relationship and the enhancement of patient satisfaction, but also plays a pivotal role in the promotion of the quality of nursing services to a new level. Aim The objective of this study was to gain a deeper understanding of the current state of nursing interns' empathic abilities. To this end, we sought to examine empathic performance under different profile models and to identify the key factors influencing these profile models. Methods The study utilized 444 nursing interns from 11 tertiary general hospitals in Inner Mongolia as research subjects. The study employed a number of research tools, including demographic characteristics, the Jefferson Scale of Empathy, and the Professional Quality of Life Scale. A latent profile model of nursing interns' empathy ability was analyzed using Mplus 8.3. The test of variability of intergroup variables was performed using the chi-square test. Finally, the influencing factors of each profile model were analyzed by unordered multi-categorical logistic regression analysis. Results The overall level of empathy among nursing interns was found to be low, with 45% belonging to the humanistic care group, 43% exhibiting low empathy, and 12% demonstrating high empathy. The internship duration, empathy satisfaction, secondary traumatic stress, only child, place of birth, and satisfaction with nursing were identified as factors influencing the latent profiles of empathy in nursing interns (p < 0.05). Conclusion There is considerable heterogeneity in nursing interns' ability to empathize. Consequently, nursing educators and administrators should direct greater attention to interns with lower empathy and develop targeted intervention strategies based on the influences of the different underlying profiles.
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Affiliation(s)
- Jia Wang
- Department of Gynaecology, Inner Mongolia People's Hospital, Hohhot, China
| | - Xiaoqing Xu
- School of Nursing, Inner Mongolia Medical College, Hohhot, China
| | - Jiaxin Sun
- Department of Clinical Medical Research Center, Affiliated Hospital of Inner Mongolia Medical University, Hohhot, China
| | - Yujia Ma
- STD/AIDS Prevention and Control Section, Tongliao Center for Disease Control and Prevention, Tongliao, China
| | - Peijuan Tang
- Department of Gynaecology, Inner Mongolia People's Hospital, Hohhot, China
| | - Wenzhong Chang
- Department of Gynaecology, Inner Mongolia People's Hospital, Hohhot, China
| | - Xia Chen
- Department of Gynaecology, Inner Mongolia People's Hospital, Hohhot, China
| | - Yajuan Cui
- School of Nursing, Inner Mongolia Medical College, Hohhot, China
| | - Mei Su
- Department of Gynaecology, Inner Mongolia People's Hospital, Hohhot, China
| | - Yan He
- Department of Nursing, Baotou Central Hospital, Hohhot, China
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Yucel H. Empathy levels in physiotherapy students: a four-year longitudinal study. Physiother Theory Pract 2024; 40:224-229. [PMID: 36093851 DOI: 10.1080/09593985.2022.2122916] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/25/2021] [Accepted: 08/17/2022] [Indexed: 10/14/2022]
Abstract
BACKGROUND Empathy is a key value in health-related occupations such as physiotherapy. PURPOSE This longitudinal study aimed to determine the empathy levels of students in a four-year bachelor of physiotherapy program. METHODS A total of 120 physiotherapy students at a non-governmental university in Istanbul participated in the study between 2016 and 2019. The Turkish adaptation of the student version of the Jefferson Scale of Physician Empathy was used. Empathy scores were compared according to year of study and gender. RESULTS Most participants were women (n = 101, 84.2%). Empathy scores differed by years of study (p < .001) being highest in the first year and lowest in the fourth year. There was no difference in empathy scores between women and men (p = .26). CONCLUSION This is the first longitudinal study to contribute data on empathy levels in Turkish physiotherapy students. The decline in empathy seen in fourth-year physiotherapy students is associated more with the academic program and clinical practice than with any other factor. Further studies are warranted to explore why there are variations in empathy levels in physiotherapy students during their education. Ensuring students develop awareness and skills related to empathy during their undergraduate studies could result in a higher quality of care early in their professional practice.
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Affiliation(s)
- Hulya Yucel
- Department of Occupational Therapy, Faculty of Health Sciences, University of Health Sciences, Istanbul, Turkey
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Sharafkhani R, Nukpezah RN, Lathabhavan R, Kallmen H, Fournier A, Hosseini Marznaki Z. Factors that affect levels of alexithymia, empathy and communication skills of nursing students in northern Iran. Nurs Open 2023; 10:3936-3945. [PMID: 36808820 PMCID: PMC10170927 DOI: 10.1002/nop2.1652] [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: 07/26/2022] [Revised: 12/03/2022] [Accepted: 02/04/2023] [Indexed: 02/23/2023] Open
Abstract
AIM The inability of nurses to express their own emotions, understand others' emotions and show empathy could result in communication gaps that could affect patient care outcomes. This study investigates the factors associated with the levels of alexithymia, empathy and communication skills among nursing students. DESIGN A survey was conducted among 365 nursing students, and data were collected using an online questionnaire. METHODS Data analyses were done using SPSS software version 22. RESULTS There was a significant positive association between age and empathy and a negative association between the number of times a nurse took the entrance exam. The level of education and interest in nursing correlate with communication skills. All the predictor variables of alexithymia in this current study were not significant. Emphasis should be placed on improving nursing students' empathy and communication skills. Student nurses should be taught how to recognize and express their emotions. To assess their mental health, they must be screened regularly.
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Affiliation(s)
- Rahim Sharafkhani
- Department of Public health, Khoy University of Medical Sciences, Khoy, Iran
| | - Ruth Nimota Nukpezah
- Department of General Nursing, School of Nursing and Midwifery, University for Development Studies, Tamale, Ghana
| | | | - Hakan Kallmen
- Department of Clinical Neuroscience, STAD, Centre for Psychiatry Research, Karolinska Institutet & Stockholm Health Care Services, Stockholm, Sweden
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Wang L, Li H, Chen Q, Fang C, Cao L, Zhu L. Mediating effect of workplace violence on the relationship between empathy and professional identity among nursing students. Front Psychol 2022; 13:964952. [PMID: 36578675 PMCID: PMC9791219 DOI: 10.3389/fpsyg.2022.964952] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/16/2022] [Accepted: 11/22/2022] [Indexed: 12/14/2022] Open
Abstract
Background Studies have reported that empathy had a positive effect on professional identity (PI) in nursing students. However, little was known about the mechanism underlying this relationship between empathy and professional identity in nursing students. Objective The purpose of this study was to analyze in depth the mediating effect of workplace violence (WVP) between empathy and professional identity in nursing students. Methods A total of 405 nursing students participated and were investigated using the Chinese version of the Jefferson Scale of Empathy-Health Professional (JSE-HP), the scale of professional identity about nursing students, and the workplace violence Incident Survey in this study. Hierarchical regression was used to analyze the mediating effect of workplace violence on the relationship between empathy and professional identity among nursing students. Results The score of nursing students' professional identity was 103.69 ± 17.79. Workplace violence had a significant negative correlation with empathy (r = -0.449, P < 0.001) and professional identity (r = -0.330, P < 0.001). Workplace violence accounted for 14.59% of the total mediating effect on the relationship between empathy and professional identity for nursing students. Conclusions In this study, the level of professional identity of nursing students was low. Workplace violence had a partially significantly mediating effect on the relationship between empathy and professional identity. Maybe, it was suggested that nursing students' professional identity might be improved and driven by a decrease in workplace violence. Targeted interventions at reducing nursing students' workplace violence should be developed and implemented. In addition, nursing managers and educators should be aware of the importance of empathy and improve professional identity in nursing students.
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Affiliation(s)
- Liping Wang
- Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital of Central South University, Changsha, China,Department of Kidney Transplantation, The Second Xiangya Hospital of Central South University, Changsha, China
| | - Haiyang Li
- Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital of Central South University, Changsha, China
| | - Qiongni Chen
- Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital of Central South University, Changsha, China
| | - Chunhua Fang
- Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital of Central South University, Changsha, China,Department of Kidney Transplantation, The Second Xiangya Hospital of Central South University, Changsha, China
| | - Lifang Cao
- Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital of Central South University, Changsha, China,Department of Cardiology, The Second Xiangya Hospital of Central South University, Changsha, China
| | - Li Zhu
- Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital of Central South University, Changsha, China,Department of Cardiology, The Second Xiangya Hospital of Central South University, Changsha, China,*Correspondence: Li Zhu
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Mangan J, Rae J, Anderson J, Jones D. Undergraduate paramedic students and interpersonal communication development: a scoping review. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2022; 27:1113-1138. [PMID: 35852655 PMCID: PMC9606069 DOI: 10.1007/s10459-022-10134-6] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/11/2021] [Accepted: 06/11/2022] [Indexed: 05/30/2023]
Abstract
The objective of this review is to examine the current literature related to interpersonal communication skill development within undergraduate paramedicine. Interpersonal communication is a vital paramedic skill, with evidence demonstrating it leads to improved patient outcomes and satisfaction and reduces medical errors. Interpersonal communication is a core capability set by paramedicine regulatory bodies, and it is the responsibility of accredited universities to ensure graduates are ready for industry and possess all required skills and attributes. In order to be included in this scoping review, all articles were required to meet a pre-determined 'population, concept, context' (PCC) framework. The population was undergraduate paramedic students within the context of their undergraduate paramedicine programs, and the concept was interpersonal communication education/teaching/training. In June 2021, a search was conducted using CINAHL, Medline, Emcare and ERIC. The articles had to be written in English and published between 2011 and 2021 and non-research sources were excluded. 176 articles were identified in this search and after screening for duplicates and relevancy, 15 articles were found to be eligible. The literature highlighted 4 key themes, including graduate perception of 'work readiness', and a variety of learning experiences including alternative work integrated learning (WIL), interactions with specific patient groups and professional learning experiences. The literature demonstrated that interpersonal communication skills are fostered through human interactions, WIL and simulation, within undergraduate paramedicine programs. Findings from the literature review indicate that practising communication through human interactions, afford an increase in confidence, awareness of ability and empathy, and an increased awareness of preconceived biases. Intraprofessional and interprofessional simulation teaching methods demonstrate the potential to build students confidence in communication and awareness of what is required to function well in a team.
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Affiliation(s)
- Jennifer Mangan
- School of Nursing, Paramedicine and Healthcare Sciences, Charles Sturt University, Bathurst, NSW, Australia.
| | - John Rae
- School of Nursing, Paramedicine and Healthcare Sciences, Charles Sturt University, Bathurst, NSW, Australia
| | - Judith Anderson
- School of Nursing, Paramedicine and Healthcare Sciences, Charles Sturt University, Bathurst, NSW, Australia
| | - Donovan Jones
- School of Nursing, Paramedicine and Healthcare Sciences, Charles Sturt University, Bathurst, NSW, Australia
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Serrada-Tejeda S, Martínez-Piedrola RM, Huertas-Hoyas E, Máximo-Bocanegra N, Trugeda-Pedrajo N, Rodríguez-Pérez MP, Sánchez-Herrera Baeza P, Pérez-de-Heredia-Torres M. Empathy in occupational therapy students: a cross-sectional study at a Spanish university. BMJ Open 2022; 12:e058821. [PMID: 35473733 PMCID: PMC9045041 DOI: 10.1136/bmjopen-2021-058821] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/29/2022] Open
Abstract
INTRODUCTION Empathy is an important interpersonal skill and a fundamental component in the professional-patient relationship, being the basis for implementing person-centred practice. In several studies, a decrease in empathy levels throughout training in medicine, nursing or dentistry, among others, has been shown. There are few studies on the occupational therapy branch of healthcare. The aim was to determine the degree of empathy perceived by students of occupational therapy at a Spanish university, as well as to analyse the differences between empathy levels according to the different degree courses and gender. METHODS A descriptive cross-sectional study was designed with a sample of 221 occupational therapy students from a Spanish university. The Davis Interpersonal Reactivity Index (IRI) and the Jefferson Scale of Empathy-Health Profession Student's Spanish version (JSPE-HPS-S) were used as outcome measures. RESULTS According to the results found, high level of empathy was found on all dimension of the IRI (69.84 (9.80)) and the JSPE-HPS-S (122 (94-140)). Although high levels of empathy among occupational therapy students are observed in all degree courses, no significant differences were found between them. Statistically significant differences and a moderate effect size (r) were found between the variables according to the gender of the participants, with females showing greater empathy in the overall scores of the IRI as well as in the JSPE-HPS-S (p=0.002, r=0.212; p=0.001, r=0.327, respectively). CONCLUSIONS Empathy is an essential competence for the development of quality occupational therapy practice. According to the results and although occupational therapy students showed high levels of empathy, it is important to pay attention to the evolution of empathy and to provide students with learning experiences that prevent its possible decline.
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Williams B, Beovich B, Ling D, Abbass A. A psychometric study of the Compassionate Love Scale for Humanity Short version (CLS-H-SF) within a paramedicine student cohort. Int Emerg Nurs 2022; 61:101115. [DOI: 10.1016/j.ienj.2021.101115] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/23/2021] [Revised: 11/07/2021] [Accepted: 11/16/2021] [Indexed: 12/30/2022]
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Karvelyte M, Gormley GJ, Rogers J. 136 Point-of-View Simulation of Illness Experiences for Health Professions: A Scoping Review of the Literature. Simul Healthc 2021. [DOI: 10.54531/diub9547] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
Health professionals who have experienced ill-health appear to demonstrate greater empathy towards their patients. Simulation can afford learners opportunities to experience aspects of illness but to date there has been no overarching review of the extent of this practice or the impact on empathic skills. Our aim was to determine from the evidence – what is known about simulation-based learning methods of creating illness experiences for health professions and the impact on their empathic skills.Arksey and O’Malley’s methodological framework informed our scoping review of articles relevant to our research question. Three databases (Medline, Embase and Web of Science) were searched in November 2020 and a sample of 516 citations were exported to Covidence Systematic Review Software© for screening. Following review and application of our exclusion criteria, 79 articles were selected in February 2021 to be included in this review.Of the 79 articles, 52 [66%] originated from the USA, 37 (47%) were qualitative based and 17 (28%) used a mixed-methods model. 77 (97%) of the articles explored the impact on learners with the majority (85%) reporting positive impact and range of emotions evoked. For instance, loss of independence throughout paralysis or impairment simulations left the majority of participants feeling vulnerable – ‘somebody they did not want to be, something negative’. Often learners gained a greater sense of empathy towards their patients, generating a range of measures that they could translate into practice to demonstrate a more holistic approach (providing more time, conveying reduced amounts of information). However, some studies observed more negative effects and additional debriefing was required post-simulation. For example, auditory hallucination studies reported a decrease in intention to help or interact with individuals with a mental illness, they did not engender goodwill or a desire to have contact, but rather facilitated social distance and negative emotions, as well as an increased willingness to apply forced treatment. A sense of suspicion and less positive attitudes towards older adults was likewise observed in some simulations of old age. Learners were noted to internalize perceived experiences of illness and to critically reflect on their empathic role as healthcare providers.A diverse range of simulation methods and techniques, evoking an emotional and embodied experience, appear to have a positive impact on empathy and could be argued as offering a complementary approach in healthcare education; however, the long-term impact remains largely unknown.
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Karvelytė M, Rogers J, Gormley GJ. 'Walking in the shoes of our patients': a scoping review of healthcare professionals learning from the simulation of patient illness experiences. Adv Simul (Lond) 2021; 6:43. [PMID: 34863312 PMCID: PMC8645154 DOI: 10.1186/s41077-021-00194-w] [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: 09/02/2021] [Accepted: 11/15/2021] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Health professionals who have experienced ill-health appear to demonstrate greater empathy towards their patients. Simulation can afford learners opportunities to experience aspects of illness, but to date, there has been no overarching review of the extent of this practice or the impact on empathic skills. OBJECTIVE To determine from the evidence-what is known about simulation-based learning methods of creating illness experiences for health professions and the impact on their empathic skills. STUDY SELECTION Arksey and O'Malley's methodological framework informed our scoping review of articles relevant to our research question. Three databases (MEDLINE, Embase and Web of Science) were searched, and a sample of 516 citations was screened. Following review and application of our exclusion criteria, 77 articles were selected to be included in this review. FINDINGS Of the 77 articles, 52 (68%) originated from the USA, 37 (48%) of studies were qualitative based and 17 (22%) used a mixed-methods model. Of all the articles in our scope, the majority (87%) reported a positive impact and range of emotions evoked on learners. However, some studies observed more negative effects and additional debriefing was required post-simulation. Learners were noted to internalise perceived experiences of illness and to critically reflect on their empathic role as healthcare providers. CONCLUSIONS A diverse range of simulation methods and techniques, evoking an emotional and embodied experience, appear to have a positive impact on empathy and could be argued as offering a complementary approach in healthcare education; however, the long-term impact remains largely unknown.
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Affiliation(s)
- Milda Karvelytė
- Bachelor of Science in Human Biology, Queen's University Belfast, Belfast, UK.
| | - Janet Rogers
- Centre for Medical Education, Queen's University Belfast, Belfast, UK
| | - Gerard J Gormley
- Centre for Medical Education, Queen's University Belfast, Belfast, UK
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Uhrecký B, Gurňáková J, Marcinechová D. 'We Ought to Be Professionals': Strategies of Intrapersonal and Interpersonal Emotion Regulation of Emergency Medical Services Professionals in Confrontation With the Death of a Newborn in Simulated Task. QUALITATIVE HEALTH RESEARCH 2021; 31:2364-2377. [PMID: 34617836 DOI: 10.1177/10497323211037644] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Managing one's own and others' emotions is a necessary part of emergency medical services (EMS) professionals' work. For that reason, we explored their emotion regulation strategies in a simulated task which focused these skills. Short semistructured interviews were conducted with 48 EMS professionals immediately after completing the task. They described their experience during this task as distressing on a manageable level. Emergent emotion regulation strategies are largely in line with established theoretical frameworks, but their specification is unique and offers new insights. Focusing on the task along with emotional distancing is a crucial combination employed by many EMS professionals. Pre-existing cognitive frames also help with processing of emotional stimuli. Among interpersonal strategies, allowing the relatives of a deceased child to cope with their grief was the most typical reaction. However, attempts to distract them or positively reframe their situation were also present, along with few other strategies.
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Affiliation(s)
- Branislav Uhrecký
- Institute of Experimental Psychology, Centre of Social and Psychological Sciences, Slovak Academy of Sciences, Bratislava, Slovak Republic
| | - Jitka Gurňáková
- Institute of Experimental Psychology, Centre of Social and Psychological Sciences, Slovak Academy of Sciences, Bratislava, Slovak Republic
| | - Denisa Marcinechová
- Institute of Experimental Psychology, Centre of Social and Psychological Sciences, Slovak Academy of Sciences, Bratislava, Slovak Republic
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Giusti L, Mammarella S, Salza A, Ussorio D, Bianco D, Casacchia M, Roncone R. Heart and Head: Profiles and Predictors of Self-Assessed Cognitive and Affective Empathy in a Sample of Medical and Health Professional Students. Front Psychol 2021; 12:632996. [PMID: 34220610 PMCID: PMC8242236 DOI: 10.3389/fpsyg.2021.632996] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/24/2020] [Accepted: 05/20/2021] [Indexed: 12/30/2022] Open
Abstract
For medical and health professions, students learning to respond to others' distress with well-regulated empathy is an important developmental skill linked to positive health outcomes and professionalism. Our study aimed to investigate the sociodemographic, psychological, and psychosocial differences between medical (MS) and health professional (HPS) students and their empathic abilities, since both populations share common stressors, namely, dealing with suffering people. Additionally, we were interested in assessing the psychological and psychosocial predictors of empathy of MS compared to HPS. One hundred thirty MS and 86 HPS were administered the Patient Health Questionnaire-9, Interpersonal Reactivity Index, Integrative Hope Scale, and UCLA Loneliness Scale. The two groups showed differences in their contextual characteristics, with the HPS group having larger families, lower parents' education levels, and lower family income compared to the MS group. In both groups, ~15% of students reported previous contact for psychological problems. A higher proportion of HPS (23.3%) reported depressive symptoms than MS (10%), and female HPS reported more intense feelings of loneliness than other subgroups of students. No differences were found between the two groups in self-assessed cognitive and affective empathy. In both groups, women showed greater affective scores than men and, at the same time, seemed to be particularly prone to personal distress. The cognitive empathic dimension of “perspective taking” was predicted by young age (OR, 612; 95% CI, 1.395–15.242) and the overall socioeconomic status (OR, 3.175; 95% CI, 1.154–8.734) of the HPS. Self-assessed affective competence was predicted by female gender (OR, 3.112; 95% CI, 1.328–7.288), depressive symptomatology (OR, 2.777; 95% CI, 1.004–7.681), higher mother's level of education (OR, 2.764; 95% CI, 1.147–6.659), and feeling of hope related to social relationships (OR, 1.367; 95% CI, 1.152–1.622). Risk factors for poor self-assessed affective emphatic skills were previous contact for psychological problems (OR, 3.263; 95% CI, 1.238–8.601) and feelings of loneliness (OR, 1.18; 95% CI, 1.09–1.276). Our findings emphasize the need to test psychosocial models to better understand empathic skills.
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Affiliation(s)
- Laura Giusti
- Department of Life, Health and Environmental Sciences, University of L'Aquila, L'Aquila, Italy
| | - Silvia Mammarella
- Department of Life, Health and Environmental Sciences, University of L'Aquila, L'Aquila, Italy
| | - Anna Salza
- Department of Life, Health and Environmental Sciences, University of L'Aquila, L'Aquila, Italy
| | - Donatella Ussorio
- Department of Life, Health and Environmental Sciences, University of L'Aquila, L'Aquila, Italy
| | - Denise Bianco
- Department of Life, Health and Environmental Sciences, University of L'Aquila, L'Aquila, Italy
| | - Massimo Casacchia
- Department of Life, Health and Environmental Sciences, University of L'Aquila, L'Aquila, Italy
| | - Rita Roncone
- Department of Life, Health and Environmental Sciences, University of L'Aquila, L'Aquila, Italy.,Hospital S. Salvatore, University Unit Rehabilitation Treatment, Early Interventions in Mental Health, L'Aquila, Italy
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Beovich B, Williams B. Empathy in Japanese paramedicine students: A cross-sectional study. Nurs Health Sci 2020; 23:176-182. [PMID: 33241885 DOI: 10.1111/nhs.12795] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/16/2020] [Revised: 11/08/2020] [Accepted: 11/10/2020] [Indexed: 12/30/2022]
Abstract
Empathy is an important characteristic for healthcare students and professionals that may improve the quality of healthcare interactions. Empathy has predominantly been studied within medicine, but also among various allied health personnel. Within paramedicine, empathy has previously been examined internationally, but not within Japan. This study used a descriptive, cross-sectional methodology which aimed to examine self-reported empathy in Japanese paramedic students using the Jefferson Scale of Empathy, and compare results with similar international cohorts. Empathy levels in the Japanese cohort were higher among females compared to males. In addition, there was a decrease in empathy with each subsequent year of the paramedic program, and a general decrease as age increased. This contrasts with comparable Australian cohorts which demonstrate no significant change in empathy levels during the undergraduate program. Empathy levels measured in the Japanese paramedic cohort were generally lower than for Australian cohorts. The reasons for the differences are unclear at present and thus further research in this area is required to fully determine and describe the contributing factors.
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Affiliation(s)
- Bronwyn Beovich
- Department of Paramedicine, Monash University, Frankston, Victoria, Australia
| | - Brett Williams
- Department of Paramedicine, Monash University, Frankston, Victoria, Australia
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Chen HC, Ignacio J, Yobas P. Evaluation of the symptom-focused health assessment and empathy program for undergraduate nursing students: A randomized controlled trial. NURSE EDUCATION TODAY 2020; 94:104566. [PMID: 32942245 DOI: 10.1016/j.nedt.2020.104566] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/02/2019] [Revised: 06/19/2020] [Accepted: 07/26/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Health assessments are a vital competency required of nurses. The more traditional ways of teaching and learning this skill require practice and are often limited by time constraints. With the rise of technology-based platforms, students can supplement their learning health assessment skills through other means, such as videos, that not only teach the steps but also allow them to learn in context. OBJECTIVES This study describes how a symptom-focused health assessment and empathy (SHAE) program, which primarily involves the use of a case-based health assessment video, was implemented and evaluated. DESIGN The study involved a single-centre, single-blind, parallel randomized controlled trial. SETTINGS The study was conducted at a university in Singapore. PARTICIPANTS Year one undergraduate nursing students enrolled in the Comprehensive Health Assessment (CHA) module during semester two of the academic year 2018/2019 participated in the study. METHODS Participants were randomized into one of the two parallel groups: the experimental group or the waitlisted control (WL) group. The experimental group received the SHAE program in addition to conventional learning methods (e-lectures, lab demonstration, and pair practice). The WL group received only the conventional learning methods. Pre- and post-test measures of the study variables such as knowledge, health assessment skills, confidence, empathy, and intention to learn were conducted. The WL group was given access to the SHAE program after the post-test. Analyses of covariance (ANCOVA) were used to compare the means of the study variables between the intervention and WL groups. RESULTS Participants in the intervention group had significantly higher scores on knowledge (p = 0.016), confidence (p = 0.03), and health assessment skills (p = 0.004). No significant differences in intention to learn and empathy between the two groups were found. CONCLUSION The use of a case-based video has the potential to be a valuable method of teaching health assessments in context to nursing students. The SHAE program has shown beneficial effects on students' knowledge, health assessment skills, and confidence. However, there was no effect on students' intentions to learn and their empathy. Further refinements of the program will need to focus on improving these domains.
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Affiliation(s)
- Hui-Chen Chen
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Level 2, Clinical Research Centre, Block MD11, 10 Medical Drive, 117597, Singapore.
| | - Jeanette Ignacio
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Level 2, Clinical Research Centre, Block MD11, 10 Medical Drive, 117597, Singapore.
| | - Piyanee Yobas
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Level 2, Clinical Research Centre, Block MD11, 10 Medical Drive, 117597, Singapore.
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Bennett R, Mehmed N, Williams B. Non-technical skills in paramedicine: A scoping review. Nurs Health Sci 2020; 23:40-52. [PMID: 32734658 DOI: 10.1111/nhs.12765] [Citation(s) in RCA: 16] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/11/2020] [Revised: 07/23/2020] [Accepted: 07/28/2020] [Indexed: 11/28/2022]
Abstract
This scoping review aims to identify which non-technical skills have been empirically identified in the literature, to create the first list of empirically identified non-technical skills for paramedics and allied health personnel. A five-stage scoping literature was undertaken in March 2020. The search retrieved a total of 4756 citations. A total of 93 studies met the inclusion criteria and were analyzed for data charting. A total of 26 non-technical skills were identified in the literature. The top five non-technical skills included decision-making (33%, n = 31), communication (24%, n = 23), empathy (17%, n = 16), leadership (12%, n = 12), and ethics (10%, n = 10). Furthermore, only five studies investigated the assessment or measurement of non-technical skills. This scoping review identified 26 non-technical skills that had been investigated in the paramedic literature to create the first list of empirically based desirable non-technical skills for a paramedic. Subsequently, research can then begin to focus on identifying the link that these have to paramedic practice and patient safety.
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Affiliation(s)
- Ryan Bennett
- Department of Paramedicine, Monash University, Frankston, Victoria, Australia
| | - Niall Mehmed
- Department of Paramedicine, Monash University, Frankston, Victoria, Australia
| | - Brett Williams
- Department of Paramedicine, Monash University, Frankston, Victoria, Australia
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Cotta Filho CK, Miranda FBG, Oku H, Machado GCC, Pereira Junior GA, Mazzo A. Cultura, ensino e aprendizagem da empatia na educação médica: scoping review. INTERFACE - COMUNICAÇÃO, SAÚDE, EDUCAÇÃO 2020. [DOI: 10.1590/interface.180567] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
Abstract
Este estudo teve o objetivo de identificar, na literatura, como a empatia é influenciada pelos diferentes fatores culturais no contexto de ensino e aprendizagem em saúde. Realizado por meio de scoping review , conforme a proposta de Joanna Briggs Institute (JBI), a busca foi realizada nas bases de dados PubMed, Lilacs, Scopus e Web of Science e executada entre o período de dezembro de 2017 a janeiro de 2018. Observou-se, pelas pesquisas, que os estudantes ocidentais têm maior nível de empatia quando comparados aos estudantes orientais. Além disso, há diferença na empatia entre diferentes etnias, raças, sexo e religião. Sua avaliação dá-se por meio de diferentes instrumentos. Assim, entre os fatores que influenciam a empatia, identificou-se a cultura como sendo um deles. São necessários novos estudos a fim de compreender da melhor forma a empatia entre as diversas profissões da saúde.
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Affiliation(s)
| | | | - Hiromi Oku
- St. Luke’s International University, Japão
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16
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Díaz Valentín MJ, Garrido Abejar M, Fuentes Chacón RM, Serrano Parra MD, Larrañaga Rubio ME, Yubero Jiménez S. Validation to the Spanish of the Jefferson empathy scale health professions students version and its psychometric properties in nursing students. Nurse Educ Pract 2019; 40:102629. [PMID: 31568983 DOI: 10.1016/j.nepr.2019.102629] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/23/2018] [Revised: 04/10/2019] [Accepted: 09/19/2019] [Indexed: 12/14/2022]
Abstract
The ability to empathize with patients has a positive effect on health outcomes and quality of care. This study aimed to evaluate the psychometric characteristics of the Spanish version of the Jefferson Scale of Empathy-Health Profession Student version (JSE-HPS) in a sample of 422 nursing students and to compare their factorial structure with that of the original scale. In this study, the Cronbach α value was 0.828. These analyses showed that the scale has a factorial structure with three dimensions and all the items loaded adequately (>0.36) except for item 18 (0.266). The main factor, ̔Perspective taking̕ grouped 10 items; the second factor, ̔Compassionate care̕, grouped 6 items, and the third factor, ̔Standing in the patient's shoes̕, grouped 3 items; 42.2% of the variance was explained. The results of the confirmatory factor analysis suggest that the Spanish version of the JSE-HPS is a valid and reliable way to evaluate the empathic capacity of nursing students.
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17
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Hogan R, Rossiter C, Catling C. Cultural empathy in midwifery students: Assessment of an education program. NURSE EDUCATION TODAY 2018; 70:103-108. [PMID: 30172985 DOI: 10.1016/j.nedt.2018.08.023] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/03/2018] [Revised: 06/12/2018] [Accepted: 08/16/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND The ability of midwives to provide empathic care that is culturally appropriate is critical for women to feel accepted by the midwives who support them. Australia is a culturally diverse society, yet there is evidence of poorer maternity outcomes for some women and infants, related to their cultural background. OBJECTIVES This study's objective was to evaluate the effectiveness of an education program for student midwives. The program was intended to increase the cultural empathy of future midwives, to help ensure greater cultural safety and optimal maternity outcomes across all sections of Australian society. DESIGN This quantitative study compared pre- and post-intervention measures of students' empathy. SETTING The health faculty of a large urban university in Australia. PARTICIPANTS Fifty-five students from all three years of an undergraduate midwifery program participated. METHODS The study examined students' scores on the Jefferson Scale of Empathy for health profession students, measured before and immediately after the education program, and again after four weeks. RESULTS The midwifery students had a high mean baseline score on the empathy scale. Scores increased significantly after the education program. Students with lower pre-test scores recorded significantly greater increases in their empathy levels than those who were more empathic initially. Empathy scores declined one month after the program, but remained higher than baseline levels. CONCLUSIONS Several studies have explored empathy levels amongst current and future health professionals. However, few studies of health professional students have evaluated the impact of specific education interventions addressing cultural empathy. This study found that midwifery students tended to have higher empathy scores than students in other health disciplines. The education workshop further increased participants' scores.
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Affiliation(s)
- Rosemarie Hogan
- Faculty of Health, University of Technology Sydney, PO Box 123, Broadway, NSW 2007, Australia.
| | - Chris Rossiter
- Faculty of Health, University of Technology Sydney, PO Box 123, Broadway, NSW 2007, Australia.
| | - Christine Catling
- Faculty of Health, University of Technology Sydney, PO Box 123, Broadway, NSW 2007, Australia.
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18
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Mendes IAC, Trevizan MA, Souza MC, Souza-Junior VD, de Godoy S, Ventura CAA, Santos SSD. Empathic profile of nursing freshmen. Nurs Ethics 2018; 26:2298-2305. [PMID: 30009660 DOI: 10.1177/0969733018780532] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
OBJECTIVE To analyze the empathic profile and the empathy scores of freshmen of the nursing course. DESIGN AND PARTICIPANTS Descriptive study involving 399 freshmen students of two modalities of nursing courses: Bachelor and Bachelor and Teaching Diploma, in the period from 2012 to 2015. A sociodemographic questionnaire and the Empathy Inventory were applied. ETHICAL CONSIDERATIONS The research received approval from the Research Ethics Committee of the University of São Paulo at Ribeirão Preto College of Nursing. The students registered their acceptance to participate in the research by signing the Free and Informed Consent Form and anonymity was guaranteed. FINDINGS The mean age of the participants was 19 years, being 85.5% female. The students were grouped by course modality and all groups presented high empathy scores. A significant difference (p < 0.001) was found, which indicates that students of the Bachelor and Teaching Diploma program presented a higher degree of empathy for the General Score, Domain 2 (Interpersonal Flexibility), and Domain 3 (Altruism) in relation to students in the Bachelor program. CONCLUSION Results show that nursing undergraduate freshmen are emphatic, with minimum differences between the two courses. This profile is relevant for the development of future professionals capable to demonstrate a balance between instrumental and expressive competences.
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Muir-Cochrane E, O'Kane D, McAllister M, Levett-Jones T, Gerace A. Reshaping curricula: Culture and mental health in undergraduate health degrees. Int J Ment Health Nurs 2018; 27:652-661. [PMID: 28834101 DOI: 10.1111/inm.12350] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/28/2016] [Accepted: 03/29/2017] [Indexed: 11/28/2022]
Abstract
Australia is a country rich in cultural diversity, with Indigenous Australians having specific cultural values and a variety of spoken languages. In addition, the increasing number of people from migrant and refugee backgrounds requires that health professionals be able to communicate effectively with people from a wide range of cultural backgrounds. This is particularly relevant when undertaking a mental health assessment, because members of diverse communities often face the dual vulnerability of marginalization and stigmatization. This paper reports on the development and evaluation of a virtual teaching and learning resource that prepares health students to be culturally competent in mental health assessment. Four online interprofessional learning journeys were developed. Evaluation of the learning resources was conducted across three participating Australian universities. Quantitative evaluation involved pre- and post-testing using an empathy scale, the Mental Health Nursing Clinical Confidence Scale, and the Cultural Competence Questionnaire informed by the theory of planned behaviour. Qualitative data from focus group interviews explored participants' experiences of using the guided learning journey. Participants reported changes from pretest to post-test in their empathy and attitudes towards culturally and linguistically diverse consumers with significant positive changes in cultural competence, empathy, and attitudes. There was strong satisfaction with the learning materials, indicating that participants valued this 'real world' learning experience. Results require cautious interpretation, given recruitment difficulties in the evaluation phase. However, these learning journeys appear to have potential to be an effective way to challenge attitudes and perceptions, as well as increase cultural competence towards culturally and linguistically diverse consumers.
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Affiliation(s)
- Eimear Muir-Cochrane
- School of Nursing and Midwifery, Flinders University, Adelaide, South Australia, Australia
| | - Deb O'Kane
- School of Nursing and Midwifery, Flinders University, Adelaide, South Australia, Australia
| | - Margaret McAllister
- School of Nursing and Midwifery, Central Queensland University, Rockhampton, Queensland, Australia
| | - Tracy Levett-Jones
- School of Nursing and Midwifery, University of Technology Sydney, Sydney, New South Wales, Australia
| | - Adam Gerace
- School of Nursing and Midwifery, Flinders University, Adelaide, South Australia, Australia
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Heidke P, Howie V, Ferdous T. Use of healthcare consumer voices to increase empathy in nursing students. Nurse Educ Pract 2018; 29:30-34. [DOI: 10.1016/j.nepr.2017.11.007] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/16/2016] [Revised: 10/25/2017] [Accepted: 11/12/2017] [Indexed: 01/10/2023]
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Larti N, Ashouri E, Aarabi A. The effect of an empathy role-play program for operating room nursing students. JOURNAL OF EDUCATIONAL EVALUATION FOR HEALTH PROFESSIONS 2018; 15:29. [PMID: 30541224 PMCID: PMC6340813 DOI: 10.3352/jeehp.2018.15.29] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/17/2018] [Accepted: 12/13/2018] [Indexed: 05/13/2023]
Abstract
PURPOSE The purpose of this research was to investigate the effect of a role-playing training program for empathetic communication with patients on empathy scores of operating room nursing students. METHODS This clinical trial was carried out on 77 operating room nursing students from the first to the fourth years studied in the School of Nursing and Midwifery at Isfahan University of Medical Sciences in the academic year 2017-2018. The intervention administered on the experimental group included a 12-hour training program with the theme of expressing empathy to patients using a role-playing technique. The Jefferson Scale of Empathy-Health Profession Students' Version was completed before, immediately after, and one month after the intervention by the samples. Comparison analysis was done among three stages. RESULTS Comparing the total mean empathy scores before intervention in the control group and the experimental one did not reveal a significant difference (P=0.50); however, the total mean empathy scores in the experimental group, immediately after and one month after the intervention, was higher than that in the control group (P<0.001). CONCLUSION Empathy training through a role-playing technique was effective on improving the empathy scores of operating room nursing students and it also highlighted the fact that empathy could be promoted by education. Making changes in educational curriculum of operating room nursing students was indispensable in order to make them familiar with the concept of empathy in operating room.
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Affiliation(s)
- Negin Larti
- Department of Operating Room Nursing, School of Nursing and Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Elaheh Ashouri
- Department of Adult Health Nursing, Nursing and Midwifery Care Research Center, School of Nursing and Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Akram Aarabi
- Department of Operating Room Nursing, Nursing and Midwifery Care Research Center, School of Nursing and Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran
- Corresponding ,
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