Other Titles
Ways to Use Simulation in Nursing Education [Session]
Abstract
Session presented on Sunday, November 8, 2015:
Purpose: Nursing students learn that empathy should be at the heart of all nurse-patient encounters. Research outcomes have demonstrated that empathy declines among nursing students during the last year of their nursing program. We wanted to learn if an educational strategy would improve empathy among student nurses during undergraduate nursing education.
Methods: A quasi-experimental design was used to compare pretest and postest scores on the Jefferson Scale of Empathy. We used the Jefferson Scale of Empathy Health Provider version (JSE-HPs) to evaluate whether or not an educational intervention using standardized actors positively influenced nursing student empathy. During two simulation experiences the standardized actors and student peers evaluated student empathy using the Jefferson Scale of Patient Perception of Health Professional and the Global Rating Scale of Empathy. Debriefing sessions were conducted and a written recording of each session was analyzed for thematic content.
Results: There were no significant overall changes in empathy over time or any significant correlations between students' self-report of empathy and the standardized actors' and peers' evaluations of student empathy. Notably, overall mean empathy scores did not decline over time, and empathy scores increased among some subgroups, including among male participants and second-degree students.
Conclusion: Our findings suggested that this educational intervention holds potential for maintaining and possibly improving empathy in nursing students. More research is needed to investigate how this intervention could have a stronger impact on empathy.
Sigma Membership
Eta Beta
Type
Presentation
Format Type
Text-based Document
Study Design/Type
N/A
Research Approach
N/A
Keywords:
Empathy, Standardized Actors, Nursing Students
Recommended Citation
Ward, Julia M., "The empathy enigma: Does it still exist? Comparison of nursing student self-reported empathy with standardized actor and student peer evaluation of student empathy" (2016). Convention. 256.
https://www.sigmarepository.org/convention/2015/presentations_2015/256
Conference Name
43rd Biennial Convention
Conference Host
Sigma Theta Tau International
Conference Location
Las Vegas, Nevada, USA
Conference Year
2015
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Acquisition
Proxy-submission
The empathy enigma: Does it still exist? Comparison of nursing student self-reported empathy with standardized actor and student peer evaluation of student empathy
Las Vegas, Nevada, USA
Session presented on Sunday, November 8, 2015:
Purpose: Nursing students learn that empathy should be at the heart of all nurse-patient encounters. Research outcomes have demonstrated that empathy declines among nursing students during the last year of their nursing program. We wanted to learn if an educational strategy would improve empathy among student nurses during undergraduate nursing education.
Methods: A quasi-experimental design was used to compare pretest and postest scores on the Jefferson Scale of Empathy. We used the Jefferson Scale of Empathy Health Provider version (JSE-HPs) to evaluate whether or not an educational intervention using standardized actors positively influenced nursing student empathy. During two simulation experiences the standardized actors and student peers evaluated student empathy using the Jefferson Scale of Patient Perception of Health Professional and the Global Rating Scale of Empathy. Debriefing sessions were conducted and a written recording of each session was analyzed for thematic content.
Results: There were no significant overall changes in empathy over time or any significant correlations between students' self-report of empathy and the standardized actors' and peers' evaluations of student empathy. Notably, overall mean empathy scores did not decline over time, and empathy scores increased among some subgroups, including among male participants and second-degree students.
Conclusion: Our findings suggested that this educational intervention holds potential for maintaining and possibly improving empathy in nursing students. More research is needed to investigate how this intervention could have a stronger impact on empathy.
Description
43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.