McMillan Libba Reed, Shannon David M
School of Nursing, Auburn University, 221 Miller Hall, Auburn, Al 36839, USA.
ISRN Nurs. 2011;2011:726063. doi: 10.5402/2011/726063. Epub 2011 May 11.
Background. Empathic communication skills are critical to providing high-quality nursing care to holistically understand the patient's perspective. A survey research design was used to address the research questions discussed in this study. Data consisted of responses from nursing students attending accredited programs in the southeastern United Sates using the Jefferson Scale of Physician Empathy Nursing Student Version R (JSPE-R). Findings. Comparisons of the total scores from JSPE Versions S and R yielded similar means and standard deviations with 115 and 114.57, respectively, and standard deviations of 10 and 10.94, respectively. The results of a one-sample t-test failed to render statistical significance (t = -1.22, P = .224), indicating that the overall attitudes of nursing students and medical students are similar. The 25th, 50th, and 75th percentiles and overall instrument reliability were also comparable. Conclusions. This paper supports the emergence of alternative factor analysis structures as applied to nursing students through statistical progression from exploratory factor analysis to confirmatory structures. Implications for practice explore the utility of empathy instruments in nurse education, such as empathy progression through curriculum. As nursing educators, the utility of development of instruments to measure effectiveness of teaching strategies and pedagogy for empathy enhancement in practice is important.
背景。共情沟通技巧对于提供高质量护理至关重要，以便全面理解患者的观点。本研究采用调查研究设计来解决所讨论的研究问题。数据由美国东南部参加经认可项目的护理专业学生使用杰斐逊医生共情量表护理学生版R（JSPE-R）的回答组成。研究结果。JSPE S版和R版总分的比较得出相似的均值和标准差，分别为115和114.57，标准差分别为10和10.94。单样本t检验结果未显示统计学显著性（t = -1.22，P = 0.224），表明护理专业学生和医学专业学生的总体态度相似。第25、50和75百分位数以及总体工具可靠性也具有可比性。结论。本文支持通过从探索性因素分析到验证性结构的统计进展应用于护理专业学生的替代因素分析结构的出现。实践意义探讨了共情工具在护士教育中的效用，如通过课程实现共情进展。作为护理教育工作者，开发用于衡量教学策略和教学法在实践中增强共情效果的工具的效用很重要。
