Berduzco-Torres Nancy, Medina Pamela, San-Martín Montserrat, Delgado Bolton Roberto C, Vivanco Luis
Universidad Nacional San Antonio Abad del Cusco, Av. de La Cultura 773, 08000, Cusco, Peru.
Universidad de Granada, C/ Santander 1, 52005, Melilla, Spain.
BMC Nurs. 2021 Dec 8;20(1):245. doi: 10.1186/s12912-021-00773-2.
Empathy is described as a core competence of nursing. There is abundant research evidence supporting that empathy varies according to personal characteristics and targeted training. The aim of this study was to characterize non-academic factors (personal and environmental) influencing the development of empathy in undergraduate nursing studies who are not receiving a targeted training in empathetic abilities in their nursing schools.
A cross-sectional study was performed in the three nursing schools located in Cusco city, Peru (two private and one public). The Jefferson Scales of Empathy, Attitudes toward Physician-Nurse Collaboration, and Lifelong Learning, the Emotional Loneliness Scale for Adults, and the Scale of Life Satisfaction, were applied as the main measures. Also, information regarding gender, nursing school, and age, were collected. After psychometric properties were assessed, all measures were used in the development of a multivariate regression model to characterize factors of influence in empathy.
In a sample composed by 700 undergraduate nursing students (72 males and 628 females), a multivariate linear regression model was created. This model explained the 53% of variance of empathy and fitted all conditions necessary for inference estimations. Teamwork abilities, loneliness, age, sex, subjective well-being, and nursing school, appeared as factors influencing the development of empathy in patients' care.
Findings have indicated that, in absence of a targeted training, individual characteristics and characteristics associated with social and family environments play an important role of influence in the development of empathy in nursing students. These findings are also in consonance with others previously reported in different cultural settings including high-, middle- and low-income countries.
同理心被描述为护理的一项核心能力。有大量研究证据支持同理心会因个人特征和针对性培训而有所不同。本研究的目的是确定在本科护理学习中，那些在护理学校未接受同理心能力针对性培训的学生，影响其同理心发展的非学术因素（个人和环境因素）。
在秘鲁库斯科市的三所护理学校（两所私立和一所公立）进行了一项横断面研究。主要测量工具包括杰斐逊同理心量表、对医护协作的态度量表、终身学习量表、成人情感孤独量表和生活满意度量表。此外，还收集了有关性别、护理学校和年龄的信息。在评估心理测量特性后，所有测量工具都用于构建多元回归模型，以确定影响同理心的因素。
在由700名本科护理学生（72名男性和628名女性）组成的样本中，创建了一个多元线性回归模型。该模型解释了同理心方差的53%，并符合推理估计所需的所有条件。团队合作能力、孤独感、年龄、性别、主观幸福感和护理学校，似乎是影响患者护理中同理心发展的因素。
研究结果表明，在没有针对性培训的情况下，个人特征以及与社会和家庭环境相关的特征在护理学生同理心的发展中起着重要的影响作用。这些结果也与之前在包括高收入、中等收入和低收入国家在内的不同文化背景下所报道的其他研究结果一致。
