Vaghee Saeed, Kashani Lotfabadi Masoud, Salarhaji Azam, Vaghei Nastaran, Hashemi Bibi Maryam
Psychiatry Faculty, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
Department of Psychiatry, Tehran University of Medical Sciences, Tehran, Iran.
Iran J Psychiatry. 2018 Apr;13(2):119-127.
Empathy is an important and valuable tool in therapeutic communication. Improvement barriers of empathy in psychiatric nursing education are associated with challenges, such as stress due to negative attitudes toward psychiatric disorders. The current study aimed at comparing the effects of contact-based education and commitment and acceptance-based training on empathy toward mental illnesses among nursing students. In this clinical trial, 111 nursing students were selected using cluster and quota sampling methods in Mashhad, Iran. They were divided into 3 groups: (1) contact-based education (interpersonal contact among individuals with improved mental illnesses), (2) acceptance and commitment-based training, and (3) control group. The study tool was Jefferson Nurses Empathy Questionnaire, which was completed in 3 stages of pretest, posttest, and follow- up. Data were analyzed by repeated- measures ANOVA. There was no significant difference between contact-based education and acceptance and commitment-based training groups in increasing the average score of total empathy during pretest, posttest, and 1-month follow- up (p = 0/92). However, a significant difference was found between contact-based education and control group (p = 0/004) and between acceptance and commitment-based training and control group (p = 0/02). Both methods of contact-based education and acceptance and commitment-based therapy were effective in increasing the level of empathy into mental illnesses in nursing students.
同理心是治疗性沟通中一项重要且有价值的工具。精神科护理教育中同理心提升的障碍与一些挑战相关，比如对精神疾病的负面态度所带来的压力。本研究旨在比较基于接触的教育以及基于承诺与接纳的培训对护理专业学生针对精神疾病的同理心的影响。在这项临床试验中，采用整群抽样和配额抽样方法在伊朗马什哈德选取了111名护理专业学生。他们被分为3组：（1）基于接触的教育组（与病情好转的个体进行人际接触），（2）基于接纳与承诺的培训组，以及（3）对照组。研究工具为杰斐逊护士同理心问卷，该问卷在预测试、后测试和随访3个阶段完成。数据采用重复测量方差分析进行分析。在预测试、后测试和1个月随访期间，基于接触的教育组与基于接纳与承诺的培训组在提高总体同理心平均得分方面没有显著差异（p = 0.92）。然而，基于接触的教育组与对照组之间（p = 0.004）以及基于接纳与承诺的培训组与对照组之间（p = 0.02）存在显著差异。基于接触的教育和基于接纳与承诺的治疗这两种方法在提高护理专业学生对精神疾病的同理心水平方面均有效。
