The Empathy Enigma: Does It Still Exist? Comparison of Nursing Student Self-Reported Empathy with Standardized Actor and Student Peer Evaluation of Student Empathy

2.50
Hdl Handle:
http://hdl.handle.net/10755/603001
Category:
Full-text
Format:
Text-based Document
Type:
Presentation
Title:
The Empathy Enigma: Does It Still Exist? Comparison of Nursing Student Self-Reported Empathy with Standardized Actor and Student Peer Evaluation of Student Empathy
Other Titles:
Ways to Use Simulation in Nursing Education [Session]
Author(s):
Ward, Julia M.
Lead Author STTI Affiliation:
Eta Beta
Author Details:
Julia M. Ward, RN, julia.ward@jefferson.edu
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.
Keywords:
Empathy; Standardized Actors; Nursing Students
Repository Posting Date:
21-Mar-2016
Date of Publication:
21-Mar-2016
Other Identifiers:
CONV15B17
Conference Date:
2015
Conference Name:
43rd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Las Vegas, Nevada, USA
Description:
43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePresentationen
dc.titleThe Empathy Enigma: Does It Still Exist? Comparison of Nursing Student Self-Reported Empathy with Standardized Actor and Student Peer Evaluation of Student Empathyen
dc.title.alternativeWays to Use Simulation in Nursing Education [Session]en
dc.contributor.authorWard, Julia M.en
dc.contributor.departmentEta Betaen
dc.author.detailsJulia M. Ward, RN, julia.ward@jefferson.eduen
dc.identifier.urihttp://hdl.handle.net/10755/603001en
dc.description.abstractSession 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.en
dc.subjectEmpathyen
dc.subjectStandardized Actorsen
dc.subjectNursing Studentsen
dc.date.available2016-03-21T16:41:13Zen
dc.date.issued2016-03-21en
dc.date.accessioned2016-03-21T16:41:13Zen
dc.conference.date2015en
dc.conference.name43rd Biennial Conventionen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationLas Vegas, Nevada, USAen
dc.description43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`en
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