Bas-Sarmiento Pilar, Fernández-Gutiérrez Martina, Baena-Baños María, Romero-Sánchez Jose Manuel
Department of Nursing and Physiotherapy, Faculty of Nursing, University of Cadiz, Algeciras, Cadiz, Spain.
Department of Nursing and Physiotherapy, Faculty of Nursing, University of Cadiz, Algeciras, Cadiz, Spain.
Nurse Educ Today. 2017 Dec;59:59-65. doi: 10.1016/j.nedt.2017.08.012. Epub 2017 Sep 8.
Empathy is a competency to be learned by nurses and a therapeutic tool in the helping relationship that has repercussions on the health of both patients and professionals.
To determine the efficacy of an experiential training for improving the empathy of nursing students in terms of capacity building, empathic performance and increased learning perception and retention of the material.
A quasi-experimental study of a single group with pretest-posttest measurements of the educational intervention and follow-up at one month after the training.
Faculty of Nursing, University of Cádiz, Spain.
Forty-eight second-year undergraduate university nursing students.
The educational intervention was conducted during a single semester, with 20h of training. The methodology of role-playing, behavior assay, and a flipped classroom was followed. Measurements of student performance were collected before and after the intervention. The Reynolds Empathy Scale was used to evaluate the student's perception of his/her performance; The Consultation and Relational Empathy Measure was used to evaluate the patient's perception of the student's behavior during the simulation; and three independent external observers assessed the student's behavior, guided by The Carkhuff Scale. Descriptive analysis and non-parametric contrast tests were performed to compare the scores before and after the training (Mann-Whitney U and Wilcoxon rank-sum). Spearman's correlation coefficient was used for the correlation between the measurements.
The mean scores improved for all of the variables, with the differences being statistically significant. The students assessed their learning positively.
The training was shown to be effective for improving the empathy of the university students in the study. The results are promising in terms of the students retaining the competencies adquired. Therefore, this type of experiential training is recommended for empathy training of future health professionals.
同理心是护士需要学习的一项能力，也是帮助关系中的一种治疗工具，对患者和专业人员的健康都有影响。
确定一项体验式培训在能力建设、共情表现以及提高学习感知和材料留存方面对提高护理专业学生同理心的效果。
一项单组准实验研究，对教育干预进行前测和后测，并在培训后一个月进行随访。
西班牙加的斯大学护理学院。
48名大学护理专业二年级本科生。
教育干预在一个学期内进行，共20小时培训。采用角色扮演、行为分析和翻转课堂的方法。在干预前后收集学生表现的测量数据。使用雷诺兹同理心量表评估学生对自己表现的感知；使用咨询与关系同理心测量量表评估患者在模拟过程中对学生行为的感知；三名独立的外部观察者在卡尔霍夫量表的指导下评估学生的行为。进行描述性分析和非参数对比测试以比较培训前后的分数（曼-惠特尼U检验和威尔科克森秩和检验）。使用斯皮尔曼相关系数来衡量测量值之间的相关性。
所有变量的平均分数均有所提高，差异具有统计学意义。学生对他们的学习给予了积极评价。
研究表明该培训对于提高大学生的同理心是有效的。就学生保留所学能力而言，结果很有前景。因此，推荐这种体验式培训用于未来卫生专业人员的同理心培训。
