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Kahriman I, Nural N, Arslan U, Topbas M, Can G, Kasim S. The Effect of Empathy Training on the Empathic Skills of Nurses. IRANIAN RED CRESCENT MEDICAL JOURNAL 2016; 18:e24847. [PMID: 27621922 PMCID: PMC5002343 DOI: 10.5812/ircmj.24847] [Citation(s) in RCA: 33] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/03/2014] [Revised: 12/17/2014] [Accepted: 01/02/2015] [Indexed: 12/30/2022]
Abstract
Background The profound impact of empathy training on quality nursing care has been recognized. Studies have shown that there has been little improvement in nurses’ communication skills, and that they should work to enhance this area. Relevant training will lead to an improvement in nurses’ empathic skills, which in turn, will enable them to understand their patients better, establish positive interpersonal relationships with them, and boost their professional satisfaction. Objectives To reveal the effect of empathy training on the empathic skills of nurses. Patients and Methods This study was conducted as an experimental design. The research sample consisted of 48 nurses working at the pediatric clinics of Farabi hospital of Karadeniz Technical University in Turkey (N = 83). Two groups, an experimental group (group 1) and a control group (group 2) were determined after questionnaires were supplied to all nurses in the study sample. At first, it was intended to select these groups using a random method. However, since this may have meant that the experimental and control groups were formed from nurses working in the same service, the two groups were selected from different services to avoid possible interaction between them. The nurses in the Group 1 were provided with empathy training through group and creative drama techniques. Pre-tests and post-tests were conducted on both groups. Data was collected via a questionnaire designed around the topic “empathic skill scale-ESS”, developed by Dokmen. The Kolmogorov Smirnov test was employed to assess whether the measurable data was suitable for normal distribution. Data was presented as numbers and percentage distributions, as mean ± standard deviation and Chi-square, and as student t tests and paired t tests. The level of significance was accepted as P < 0.05. Results The nurses in the experimental group had a mean score of 146.7 ± 38.8 and 169.5 ± 22.1 in the ESS pre-test and post-test, respectively. Although the nurses in the control group had a pre-test mean score of 133.7 ± 37.1, which increased to 135.1 ± 51.7 after the training, no statistically significant difference was found (P = 0.886). A comparison of the groups indicated that they scored similarly in the pre-test. However, the experimental group scored significantly higher than the control group in the post-test (P = 0.270 and P = 0.015, respectively). Conclusions In the light of these findings, it is recommended that communication skills should be widely included in in-service training programs; similar studies should be conducted on broader control groups formed through randomization; and a comparison should be made between the findings.
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Affiliation(s)
- Ilknur Kahriman
- Faculty of Health Sciences, Karadeniz Technical University, Trabzon, Turkey
- Corresponding Author: Ilknur Kahriman, Faculty of Health Sciences, Karadeniz Technical University, Eczacilik Fakulte Binasi, Universite Binasi, Farabi Cad 61080 Trabzon, Turkey. Tel: +90-4622300476, Fax: +90-4622300475, E-mail:
| | - Nesrin Nural
- Faculty of Health Sciences, Karadeniz Technical University, Trabzon, Turkey
| | - Umit Arslan
- Pre-School Education Division, Department of Primary Education, Faculty of Education, Karadeniz Technical University, Trabzon, Turkey
| | - Murat Topbas
- Department of Public Health, Farabi Hospital, Medicine Faculty, Karadeniz Technical University, Trabzon, Turkey
| | - Gamze Can
- Department of Public Health, Farabi Hospital, Medicine Faculty, Karadeniz Technical University, Trabzon, Turkey
| | - Suheyla Kasim
- The Top Management of Nursing, Farabi Hospital, Karadeniz Technical University, Trabzon, Turkey
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Ashmore R, Carver N, Clibbens N, Sheldon J. Lecturers' accounts of facilitating clinical supervision groups within a pre-registration mental health nursing curriculum. NURSE EDUCATION TODAY 2012; 32:224-228. [PMID: 21640446 DOI: 10.1016/j.nedt.2011.04.010] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/28/2010] [Revised: 04/07/2011] [Accepted: 04/15/2011] [Indexed: 05/30/2023]
Abstract
In 1994 the Department of Health recommended that nurses be introduced to the process of clinical supervision during pre-registration training. Since then a body of literature has emerged, largely focusing on students' experiences of a variety of training initiatives in supervision. There is however a paucity of literature exploring the experiences of nursing lecturers engaged in such initiatives. This paper reports the findings from one part of a three-year prospective longitudinal study examining mental health students' and lecturers' experiences of group clinical supervision undertaken as part of a pre-registration course. In this part of the study eight mental health nursing lecturers participated in semi-structured individual interviews in which they discussed their experiences of facilitating student supervision groups. Content analysis of the interview data produced eight major categories: 'attitudes to supervision'; 'perceptions of the student experience'; 'preparation and support'; 'approaches to supervision'; 'the "good" supervisor'; 'the lecturer as supervisor'; 'the structure and process of sessions; and 'the content of supervision'. The findings suggest that the idea of undertaking supervision for students is attractive to lecturers. However, several issues need to be addressed if this type of initiative is to be successful in preparing students for their future role as supervisee.
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Affiliation(s)
- Russell Ashmore
- Sheffield Hallam University, Faculty of Health and Wellbeing, Sheffield, UK.
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Tennant JA, Butler MS. Helping women: the use of Heron's framework in midwifery practice. ACTA ACUST UNITED AC 2007. [DOI: 10.12968/bjom.2007.15.7.23792] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Julie A Tennant
- Division of Childhood and Family Studies, University of Northumbria, Newcastle upon Tyne
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Ançel G. Developing empathy in nurses: an inservice training program. Arch Psychiatr Nurs 2006; 20:249-57. [PMID: 17145452 DOI: 10.1016/j.apnu.2006.05.002] [Citation(s) in RCA: 67] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/10/2005] [Revised: 04/23/2006] [Accepted: 05/17/2006] [Indexed: 11/22/2022]
Abstract
The purpose of this study was to determine whether inservice communication training enhanced the empathic skills of 263 nurses employed at Hacettepe University Hospital. Data were collected using a nurse information form, participants' satisfaction form, and the Empathic Communication Skill B (ECS-B) form developed by Dökmen [Dökmen, U. (1988). A new measurement model of the empathy and developing empathy by using psychodrama. Journal of Education Faculty of Ankara University, 21, 155-190]. The ECS-B was used as both a preintervention and a postintervention measure. The data were expressed as means, percentages, and standard deviations, and were analyzed using Pearson's chi-square test and repeated-measures analysis of variance. The posttest scores of nurses increased from 155.6 to 180.5, and training played a role in enhancing nurses' empathic skills with regard to all variables (P < .05). However, a more comprehensive and continuous training should be planned, and its impact on behavior and patient outcomes should be investigated.
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Affiliation(s)
- Gülsüm Ançel
- Cebeci School for Health Sciences, Ankara University, Ankara, Turkey.
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Toth G, Hirose H, Tsukuda M. Communication strategies and interpersonal skills of instructors of esophageal speech: an observation study. PATIENT EDUCATION AND COUNSELING 2006; 63:152-60. [PMID: 16242901 DOI: 10.1016/j.pec.2005.09.011] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/26/2005] [Revised: 09/08/2005] [Accepted: 09/17/2005] [Indexed: 05/05/2023]
Abstract
OBJECTIVE In this article, the way that the Instructor of Esophageal Speech (IES) works is considered from an interactive-analytic perspective. METHODS The observation project data were gathered during 6 months in 2004 at the training sessions of the Ginreikai-Asian Federation of Laryngectomees' Association using the Six Category Intervention Analysis framework (6CIA) by a trained communication specialist as an active-observer. RESULTS Mean scores of each of the six categories and a series of percentage distributions were extracted from the usage-frequency data and interpreted together with the results of Chi-square analysis of usage-frequency units. We found the IES used more frequently authoritative categories and used less facilitative categories. Our results of the data analysis show that the 30 IES used more authoritative interventions and used more frequently the prescription and information giving than the confrontation or cathartic interventions. CONCLUSION The results of the present study show that the 6CIA framework has its potential and value as an analytic tool to explore the IES' actual behavior in a specific therapy related context. PRACTICE IMPLICATIONS We argue for the utility of the 6CIA as an analytic framework to investigate the interpersonal behavior of the IES in the Japanese cultural setting.
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Affiliation(s)
- Gabor Toth
- Department of Biology and Function in the Head and Neck, Yokohama City University Graduate School of Medicine, 3-9 Fukuura, Kanazawa-ku, Yokohama-shi 236 0004, Japan.
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Perry J, Linsley S. The use of the nominal group technique as an evaluative tool in the teaching and summative assessment of the inter-personal skills of student mental health nurses. NURSE EDUCATION TODAY 2006; 26:346-53. [PMID: 16481073 DOI: 10.1016/j.nedt.2005.11.004] [Citation(s) in RCA: 21] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/23/2004] [Revised: 10/18/2005] [Accepted: 11/24/2005] [Indexed: 05/06/2023]
Abstract
Nominal group technique is a semi-quantitative/qualitative evaluative methodology. It has been used in health care education for generating ideas to develop curricula and find solutions to problems in programme delivery. This paper aims to describe the use of nominal group technique and present the data from nominal group evaluations of a developing module which used novel approaches to the teaching and assessment of interpersonal skills. Evaluations took place over 3 years. Thirty-six students took part in annual groups. Analysis of the data produced the following themes based on items generated in the groups: role play, marking, course content, teaching style and user involvement. Findings indicate that students valued the role play, feedback from service users and emphasis on engagement and collaboration elements of the module. The areas which participants found difficult and desired change included anxiety during experiential practice, the "snap shot" nature of assessment and the use of specific interventions. Indications are also given regarding the impact of changes made by teaching staff over the 3 year evaluation period. The findings support themes within the existing literature on the teaching of interpersonal skills and may to some extent point the way toward best practice in this area. The paper discusses these findings and their implications for nurse education.
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Affiliation(s)
- Jonathan Perry
- Faculty of Health and Social Work, University of Plymouth, Earl Richards Road North, Exeter, Devon EX2 6AS, United Kingdom.
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Ashmore R, Banks D. Student nurses' use of their interpersonal skills within clinical role-plays. NURSE EDUCATION TODAY 2004; 24:20-29. [PMID: 14690641 DOI: 10.1016/s0260-6917(03)00118-7] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/24/2023]
Abstract
Heron's six-category intervention analysis is a component of many counselling courses and is used extensively by teachers of interpersonal skills within nursing curricula. In addition, researchers have used six-category intervention analysis as a theoretical framework for exploring nurses' perceptions of their interpersonal skills. This study aimed to advance previous research by using Heron's framework to analyse student nurses' actual skills, as deployed in clinical role-plays, and then to compare them to earlier findings. Analysis of the data produced the following rank order of interventions based on Heron's framework: catalytic, prescriptive, supportive, informative, confronting and cathartic. The findings both challenge and support previous findings on nurses' perceptions of their interpersonal skills. The paper discusses these findings and their implications for clinical practice.
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Affiliation(s)
- Russell Ashmore
- Department of Mental Health and Learning Disabilities, University of Sheffield, Sheffield, UK.
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Abstract
BACKGROUND Patient-centred communication is a basic component of nursing and facilitates the development of a positive nurse-patient relationship which, along with other organizational factors, results in the delivery of quality nursing care. Nurses are frequently described in the literature as poor communicators, however, very few studies have examined patients' experiences of how nurses communicate. AIMS AND OBJECTIVES The aim of the study was to explore and produce statements relating to patients' experiences of how nurses communicate. DESIGN A qualitative perspective using an hermeneutic phenomenological approach was considered to be the most appropriate methodology for this study. METHODS Using purposeful sampling, eight patients in a general teaching hospital in the Republic of Ireland were interviewed. Data were collected using unstructured interviews. Data analysis was a reflective process and the findings were presented through the description and interpretation of themes and sub-themes. RESULTS Following data analysis four themes emerged. These were, 'lack of communication', 'attending', empathy' and 'friendly nurses'. CONCLUSIONS The findings of this study indicate that, in contrast to the literature that suggests that nurses are not good at communicating with patients, nurses can communicate well with patients when they use a patient-centred approach. However, health care organizations do not appear to value or recognize the importance of nurses using a patient-centred approach when communicating with patients to ensure the delivery of quality patient care. RELEVANCE TO CLINICAL PRACTICE The implication of these findings for clinical practice is that the task-centred approach to patient care that is associated with nursing in the past, appears to be alive and well. If health care management want to ensure that patients receive quality nursing care, they will need to consider patient-centred communication to be essential to encourage and support nurses to communicate in this manner.
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Affiliation(s)
- Catherine McCabe
- Trinity Centre for Health Sciences, St James's Hospital, Dublin, Ireland.
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Ashmore R, Banks D. Mental health nursing students' rationales for self-disclosure: 2. BRITISH JOURNAL OF NURSING 2003; 12:1274-80. [PMID: 14685118 DOI: 10.12968/bjon.2003.12.21.11885] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 10/01/2003] [Indexed: 11/11/2022]
Abstract
This is the second of two articles that consider the findings of a study exploring mental health nursing students' reasons for their use and non-use of self-disclosure in their relationships with patients. The first article (Vol 12(20): 1220–7) described the background to the deployment of this skill within therapeutic approaches, the paucity of literature discussing its use within nursing, the methods employed in this study and the findings for mental health nursing students' reasons for using the skill. This second article focuses on students' reasons for not deploying this skill, which are discussed in the following categories: ‘crossing the line’, ‘unhelpful’, ‘name, rank and serial number’ and ‘students’ vulnerability'. A discussion of the findings from both articles and their implications is offered.
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Ashmore R, Banks D. Self-disclosure in adult and mental health nursing students. BRITISH JOURNAL OF NURSING (MARK ALLEN PUBLISHING) 2002; 11:172-7. [PMID: 11865234 DOI: 10.12968/bjon.2002.11.3.10065] [Citation(s) in RCA: 14] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 01/01/2002] [Indexed: 11/11/2022]
Abstract
Self-disclosure, the process whereby people verbally reveal themselves to others, is an important interpersonal skill in initiating, developing, maintaining, and terminating therapeutic relationships. Studies of this interpersonal skill in nursing have, primarily, focused on adult nurses. They are dated, make no comparisons between this and other nursing specialisms, and have not considered the patient as a focus for nurses' self-disclosure. This study attempts to address these issues in relation to student nurses by: replicating a previous study of self-disclosure in adult nursing students (ANS) and offering a comparison of two nursing specialisms, reporting on the use of this skill in relation to the patient. A matched sample of 25 ANS and 25 mental health nursing students (MHNS) were asked to complete a modified version of Jourard's 25-item self-disclosure questionnaire. The findings suggest that: ANS were more self-disclosing than students sampled in an earlier study (Burnard and Morrison, 1992); both sets of students disclosed significantly less items to the patient as target-person than to other categories; and MHNS disclosed significantly more items than the ANS to the patient category.
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Sloan G, Watson H. John Heron's six-category intervention analysis: towards understanding interpersonal relations and progressing the delivery of clinical supervision for mental health nursing in the United Kingdom. J Adv Nurs 2001; 36:206-14. [PMID: 11580795 DOI: 10.1046/j.1365-2648.2001.01961.x] [Citation(s) in RCA: 14] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/03/2023]
Abstract
AIMS This paper provides a critique of how Heron's six-category intervention analysis framework has been adopted by nursing in the United Kingdom (UK) as a theoretical framework in nursing research and model for clinical supervision. From this, its merits as an analytic framework and model for clinical supervision in nursing are discussed. BACKGROUND Heron's six-category intervention analysis has been acknowledged as a means by which nursing could develop its therapeutic integrity. It has also been used as a theoretical framework in nursing research focusing on nurses' perceptions of their interpersonal style. More recently descriptions of this framework have been proposed as a structure for clinical supervision. However, its use as a theoretical framework to underpin research investigating the interpersonal skills of nurses and as a model of clinical supervision must firstly be scrutinized. FINDINGS Returning to Heron's original description and comparing this with its current adoption in the UK, misconceptions of this framework can be identified. Its value as an analytic tool investigating interpersonal relations in nursing has still to be evaluated. Furthermore, nursing's emphasis on certain intervention categories has undermined the potential potency of this framework and its contribution as a model for clinical supervision in nursing. CONCLUSION We argue that Heron's six-category intervention analysis as a framework to investigate the interpersonal competence of nurses, particularly mental health nurses, requires investigation. This, in turn, would provide an opportunity to challenge the framework's theoretical standpoint. In addition to its value as an analytic tool, all six categories of Heron's framework have equal relevance to its contribution in nursing as a supervision model.
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Affiliation(s)
- G Sloan
- Cognitive and Behavioural Psychotherapy, Ayrshire and Arran Primary Care Trust, Glasgow, UK.
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Ashmore R, Hemingway S, Lees J, Barker M. Assessing therapeutic intervention used by NHS Direct nurse advisers. BRITISH JOURNAL OF NURSING (MARK ALLEN PUBLISHING) 2001; 10:662-6. [PMID: 12048466 DOI: 10.12968/bjon.2001.10.10.9986] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 05/01/2001] [Indexed: 11/11/2022]
Abstract
The National Service Framework for Mental Health has identified NHS Direct as a "new point of access" to appropriate mental health services. Mental health calls account for approximately 4% of all calls received by NHS Direct but raise the greatest level of anxiety among advisers and take twice as long to deal with as other calls. In order to provide adequate advice, it is essential to ensure nurse advisers can deal with this type of call. As a first step in meeting these needs this short research article reports on the types of interventions deployed by 18 nurse advisers during role-plays with a mental health "client" expressing self-harm.
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Affiliation(s)
- R Ashmore
- Department of Mental Health and Learning Disability Nursing, South Yorkshire/Humberside NHS Direct, UK
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Ashmore R, Banks D. Patterns of self-disclosure among mental health nursing students. NURSE EDUCATION TODAY 2001; 21:48-57. [PMID: 11162257 DOI: 10.1054/nedt.2000.0507] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/23/2023]
Abstract
Self-disclosure, a process by which we let ourselves be known to others, is an important skill across a diverse range of therapeutic approaches used in mental health nursing. Previous studies of nurses' self-disclosure have been confined to small samples of female, adult nurses. This study aims to extend existing knowledge by providing information on a sample of male and female mental health nursing students.A modified version of Jourard's 25-item self-disclosure questionnaire (JSDQ) was utilized in the study. The findings from this study show that mental health students disclosed more items than adult students sampled in earlier studies (Jourards 1961, Burnard & Morrison 1992). However, students disclosed significantly fewer items to the patient as target-person than to other categories. No differences were observed in disclosure patterns for males and females. A discussion of these findings and their implications is offered.
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Affiliation(s)
- R Ashmore
- Mental Health Nursing, University of Sheffield, UK.
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Abstract
AIM AND BACKGROUND The aim of this review is to examine the research of the nursing student-patient relationship for planning an empirical study in this area. METHODS A literature search was made focusing on relationship from student and patient perspectives. The sample included 104 articles from 1984 to 1998. The articles were analysed using an inductive analysis of the literature. RESULTS The review shows that there has been an increasing research interest in the issue since the 1980s, with the main focus on nursing students. Most of the studies were of a descriptive nature, using both qualitative and quantitative approaches. It seems that the relationship with a patient is an important part of a meaningful learning process, teaching nursing students about the patient's individualised care and promoting their personal and professional growth, confidence and self-esteem. Patients are willing to participate in students' learning process and they tend to benefit from therapeutic and social interaction with students. Instruction has the effect of changing students' attitudes and improving their interaction skills, but it does not affect their feelings of anxiety in novel situations. CONCLUSIONS In future empirical research should be based more firmly on theory-based illuminations of the student-patient relationship.
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Affiliation(s)
- A Suikkala
- Department of Nursing, University of Turku, Turku, Finland.
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