School of Health and Social Care, Sarah Swift Building University of Lincoln, Lincoln, UK.
J Clin Nurs. 2018 Nov;27(21-22):3882-3893. doi: 10.1111/jocn.14610. Epub 2018 Sep 7.
To present an enquiry into empathy as part of nursing ontology. The work aims to improve understanding of how empathy is developed and used in practice.
Empathy is the ability to grasp the frame of reference of another. As such, empathy is a key feature of nursing practice involving self-awareness and the use of emotion in interpersonal understanding.
As part of a larger study into the commonality of emotion in nursing, thirty-three nurses across a range of settings talked exhaustively about their experiences with empathy in the context of their relationships with service users. The interviews were audio-taped and transcribed verbatim. The transcripts were analysed using Grounded Theory Method.
Empathy was experienced as a libidinal entity motivating care dependent on a number of allied skills which formed a process: listening and echoing, knowing another's circumstances, imagining and representing the imagined perception within the self. Empathy was viewed as a tool for person-centred care with two distinct levels: phenomena related and biography related. Sensitivity to care context in the use of nurses' life experience also enabled empathy in an emotional kinship. Person-centred care and empowerment were inhibited where empathy could not be achieved.
The findings confirm the place of empathy in the hierarchy of embodied nursing skills and add to the current bank of knowledge on the sharing of emotions and the value of emotion to professional judgement.
Empathy is a tool with which to ascertain the cognitive and emotional perspective of others. Empathy's libidinal properties mean that shared understanding enhances care. Emotional kinship means that life experience can be harnessed for empathy in practice.
Insight into the ontology of empathy provides a basis for the construction of teaching tools and learning objects for character and skill development in practice.
介绍共情作为护理本体论的一部分的探究。这项工作旨在增进对共情如何在实践中发展和使用的理解。
共情是理解他人参照框架的能力。因此，共情是护理实践的一个关键特征，涉及自我意识和在人际理解中使用情感。
作为一项关于护理中情感共性的更大研究的一部分，33 名来自不同背景的护士在与服务对象的关系背景下，详尽地谈论了他们在共情方面的经验。采访被录音并逐字转录。使用扎根理论方法对转录本进行分析。
共情被体验为一种驱动关怀的欲望实体，依赖于许多相关的技能，这些技能形成了一个过程：倾听和回应、了解他人的情况、想象和在自我中代表想象的感知。共情被视为一种以人为主导的关怀工具，有两个不同的层次：与现象相关和与传记相关。在使用护士的生活经验时对关怀背景的敏感性也使共情在情感亲缘关系中成为可能。当无法实现共情时，以人为主导的关怀和赋权就会受到抑制。
研究结果证实了共情在体现护理技能层次结构中的地位，并为当前关于情感分享和情感对专业判断的价值的知识体系增添了内容。
共情是一种确定他人认知和情感观点的工具。共情的欲望属性意味着共享理解可以增强关怀。情感亲缘关系意味着生活经验可以在实践中被利用来实现共情。
对共情本体论的深入了解为性格和技能发展的教学工具和学习对象的构建提供了基础。
