Prince of Wales Hospital, Sydney, NSW, Australia.
Nurs Inq. 2010 Mar;17(1):65-74. doi: 10.1111/j.1440-1800.2009.00482.x.
The ability for nurse educators to improve the empathy skill set of nurses has been the subject of several studies with varied outcomes. The aim of this paper is to review the evidence for empathy education programmes in nursing and make recommendations for future nurse education. A review of CINAHL, Medline, Psych Info and Google Scholar was undertaken using the keywords empathy, person centredness, patient centredness, client centredness, education and nursing. The studies included were required to have measured the effectiveness of empathy training in postgraduate and or undergraduate nurses. The included studies incorporated both qualitative and quantitative methods and were published in peer-reviewed journals. Studies were ranked for level of evidence according to The Joanna Briggs Institute criteria. Seventeen studies from the literature review were found that met the inclusion criteria. Of the 17 studies, 11 reported statistically significant improvements in empathy scores versus six studies that did not. Several variables may affect empathy education that need to be accounted in future studies such as; gender, cultural values and clinical speciality experience. Models of education that show most promise are those that use experiential styles of learning. The studies reviewed demonstrated that it is possible to increase nurses' empathic ability.
护士教育者提高护士同理心技能的能力一直是几个研究的主题，研究结果各不相同。本文的目的是回顾护理同理心教育计划的证据，并为未来的护士教育提出建议。使用关键词同理心、以人/患者为中心、教育和护理，在 CINAHL、Medline、Psych Info 和 Google Scholar 上进行了文献回顾。纳入的研究要求测量研究生和/或本科护士同理心培训的效果。纳入的研究采用了定性和定量方法，并发表在同行评议的期刊上。根据乔安娜·布里格斯研究所的标准，对研究进行了证据水平的排名。从文献综述中找到了 17 项符合纳入标准的研究。在 17 项研究中，11 项研究报告的同理心评分有统计学意义的提高，而 6 项研究则没有。未来的研究需要考虑一些可能影响同理心教育的变量，如性别、文化价值观和临床专业经验。最有前途的教育模式是那些使用体验式学习风格的模式。回顾的研究表明，提高护士的同理心能力是可能的。
