Levett-Jones Tracy, Lapkin Samuel, Govind Natalie, Pich Jacqueline, Hoffman Kerry, Jeong Sarah Yeun-Sim, Norton Carol Anne, Noble Danielle, Maclellan Lorna, Robinson-Reilly Melissa, Everson Naleya
Faculty of Health, University of Technology Sydney, 235 Jones St, Ultimo, NSW 2007, PO Box 123, Australia.
School of Nursing, Faculty of Science, Medicine and Health, University of Wollongong, NSW 2522, Australia; Centre for Research in Nursing and Health, St George Hospital, Research and Education Building, Level 1, 4-10 South Street, Kogarah, NSW 2217, Australia.
Nurse Educ Today. 2017 Dec;59:75-81. doi: 10.1016/j.nedt.2017.09.007. Epub 2017 Sep 20.
Although empathy is an integral component of professional practice and person-centred care, a body of research has identified that vulnerable patients groups frequently experience healthcare that is less than optimal and often lacking in empathy.
The aim of this study was to examine the impact of an immersive point-of-view simulation on nursing students' empathy towards people with an Acquired Brain Injury.
A convenience sample of 390 nursing students from a cohort of 488 participated in the study, giving a response rate of 80%. Students undertook the simulation in pairs and were randomly allocated to the role of either a person with Acquired Brain Injury or a rehabilitation nurse. The simulated 'patients' wore a hemiparesis suit that replicated the experience of dysphasia, hemianopia and hemiparesis.
Characteristics of the sample were summarised using descriptive statistics. A two-group pre-test post-test design was used to investigate the impact of the simulation using the Comprehensive State Empathy Scale. t-Tests were performed to analyse changes in empathy pre post and between simulated 'patients' and 'rehabilitation nurses'.
On average, participants reported significantly higher mean empathy scores post simulation (3.75, SD=0.66) compared to pre simulation (3.38 SD=0.61); t (398)=10.33, p<0.001. However, this increase was higher for participants who assumed the role of a 'rehabilitation nurse' (mean=3.86, SD=0.62) than for those who took on the 'patient' role (mean=3.64, SD=0.68), p<0.001.
The results from this study attest to the potential of point-of-view simulations to positively impact nursing students' empathy towards people with a disability. Research with other vulnerable patient groups, student cohorts and in other contexts would be beneficial in taking this work forward.
尽管同理心是专业实践和以患者为中心的护理的一个不可或缺的组成部分，但一系列研究表明，弱势群体患者经常体验到不太理想且往往缺乏同理心的医疗服务。
本研究的目的是检验沉浸式视角模拟对护理专业学生对后天性脑损伤患者同理心的影响。
从488名学生队列中抽取390名护理专业学生作为便利样本参与研究，回复率为80%。学生两人一组进行模拟，并被随机分配扮演后天性脑损伤患者或康复护士的角色。模拟“患者”穿着半身轻瘫套装，以复制吞咽困难、偏盲和半身轻瘫的体验。
使用描述性统计总结样本特征。采用两组前后测设计，使用综合状态同理心量表来研究模拟的影响。进行t检验以分析模拟前后以及模拟“患者”和“康复护士”之间同理心的变化。
平均而言，与模拟前（均值=3.38，标准差=0.61）相比，参与者在模拟后报告的平均同理心得分显著更高（均值=3.75，标准差=0.66）；t(398)=10.33，p<0.001。然而，承担“康复护士”角色的参与者（均值=3.86，标准差=0.62）的同理心得分增幅高于承担“患者”角色的参与者（均值=3.64，标准差=0.68），p<0.001。
本研究结果证明了视角模拟对积极影响护理专业学生对残疾人士同理心的潜力。对其他弱势群体患者群体、学生队列以及其他情境进行研究，将有助于推进这项工作。
