School of Nursing, China Medical University, Department of Nursing, China Medical University Hospital, Taichung, Taiwan.
School of Nursing, Central Taiwan University of Science and Technology, Taichung, Taiwan.
Nurse Educ Today. 2018 May;64:138-143. doi: 10.1016/j.nedt.2018.02.013. Epub 2018 Feb 13.
Empathy is an important clinical skill for nursing students, but it is a characteristic difficult to teach and assess.
To evaluate the effect of situated teaching on empathy learning among undergraduate nursing students.
A cohort study with pre-post-test quasi-experimental design.
The 2nd-year students were enrolled from two BSN programs.
The teaching program was completed over 4 months on the basis of experiential learning theory which integrated the following four elements: classroom-based role play, self-reflection, situated learning and acting. The Jefferson Scale of Empathy-Health Profession-Student version was administered before and after the program. Objective Structure Clinical Examination (OSCE) was administered at the end of program and a rubrics scale was used to measure empathy. A generalized estimation equation was used to identify the effect of subjective empathy, and an independent t-test was used for the objective assessment between two groups.
A total of 103 students were enrolled. The results showed that subjective empathy increased significantly in experimental group. In the Objective Structured Clinical Examination, examiners and standard patients gave significantly higher empathy scores to the situated teaching group than the control group.
The present study indicated that situated teaching can improve empathy learning of the nursing students. However different methods of assessment of empathy produce different results. We therefore recommend that multiple measurements from difference perspectives are preferable in the assessment of empathy.
同理心是护理学生的一项重要临床技能，但它是一种难以教授和评估的特征。
评估情境教学对本科护生同理心学习的影响。
具有前后测试准实验设计的队列研究。
从两个 BSN 项目中招募了二年级学生。
该教学计划基于体验式学习理论，历时 4 个月完成，整合了以下四个要素：课堂角色扮演、自我反思、情境学习和行动。在计划之前和之后都进行了杰斐逊同理心量表-卫生专业版-学生版的测试。在课程结束时进行客观结构临床考试（OSCE），并使用评分量表来衡量同理心。使用广义估计方程来确定主观同理心的效果，并且使用独立 t 检验来比较两组之间的客观评估。
共有 103 名学生入组。结果表明，实验组的主观同理心显著增加。在客观结构临床考试中，评估员和标准患者给予情境教学组的同理心评分明显高于对照组。
本研究表明，情境教学可以提高护理学生的同理心学习。然而，同理心评估的不同方法会产生不同的结果。因此，我们建议在同理心评估中采用来自不同角度的多种测量方法。
