Díaz-Narváez Víctor P, Calzadilla-Núñez Aracelis, Reyes-Reyes Alejandro, Lastre Amell Gloria, Castellón-Montenegro Herminia, Andrade Valles Irma, Fernández-Aragón Shirley, Fajardo-Ramos Elizabeth, Santander Díaz Karina, Torres-Martínez Pilar, Muñoz Gámbaro Gina, Borja González Juana, Arispe-Alburqueque Claudia
Departamento de Investigaciones, Facultad de Odontología, Universidad Andres Bello, Santiago, Chile.
Departamento de Psiquiatría, Facultad de Ciencias de la Salud, Universidad Bernardo OHiggins, Santiago, Chile.
Int Nurs Rev. 2023 Jun;70(2):185-193. doi: 10.1111/inr.12783. Epub 2022 Jun 29.
Currently, there are no cut-off points for levels of empathy, making it difficult to assess the change experienced in its development or as a result of its intervention. It is an unsolved problem.
Empathy is a cognitive-affective attribute that enables nursing staff to maintain a professional relationship that entails various benefits for the patient. Its strengthening and development during university education is desirable. Empathy studies in Latin American nursing students are based on the direct scores obtained on an empathy test, based on which the variable is described and groups are compared. Statistical comparisons are not enough to discriminate substantive changes since two statistical values can show differences without implying that the post-intervention levels may correspond to a higher category in relation to those of pre-intervention or that two compared groups are qualitatively different. The above applies to empathic behaviour and is valid for students and professionals of health. This study aimed to establish cut-off points that allow defining ordinal categories in empathy.
In this multicenter and cross-sectional study, 3712 students from 11 Latin American nursing schools participated. The Jefferson Empathy Scale (JES) was applied; the psychometric properties were confirmed by Factor Analysis Confirmatory and Invariance.
The JSE empathy scale is a measure with adequate reliability and construct validity. Examined cut-offs determined a structure of five empathy intervals that allowed them to be classified as empathy values in very high, high, medium, low and very low.
The sequence of statistical tests carried out allowed us to determine ranges of categorical values in the empathy levels of groups of students. However, the determined categories may constitute a specific characteristic of them. It is not possible to extrapolate these results to regions other than those of Latin America.
The estimated rankings allow comparing levels of empathy between groups of nursing students and the real effect of empathic interventions.
To contribute with strategies to evaluate changes in the empathic skills of nursing students, resulting in a well-valued skill in health services.
The cut-off points define evaluative categories (very low, low, medium, high and very high) that allow objective classification of levels of empathy achieved after (for example) an empathic intervention. This allows assessment of substantive changes experienced by nursing students (and professionals).
目前，共情水平尚无划分标准，这使得评估其在发展过程中或干预后的变化变得困难。这是一个尚未解决的问题。
共情是一种认知情感属性，能使护理人员维持一种对患者有诸多益处的专业关系。在大学教育期间强化和培养共情能力是很有必要的。拉丁美洲护理专业学生的共情研究基于共情测试的直接得分，据此描述变量并比较不同组。统计比较不足以区分实质性变化，因为两个统计值可能显示出差异，但这并不意味着干预后的水平相对于干预前可能属于更高类别，或者两个被比较的组在质上有所不同。上述情况适用于共情行为，对健康专业的学生和从业人员同样有效。本研究旨在确定能够定义共情顺序类别的划分标准。
在这项多中心横断面研究中，来自11所拉丁美洲护理学校的3712名学生参与其中。采用了杰斐逊共情量表（JES）；通过验证性因素分析和不变性分析确认了其心理测量特性。
JSE共情量表是一种具有足够信度和结构效度的测量工具。经检验的划分标准确定了五个共情区间的结构，据此可将共情值分为非常高、高、中、低和非常低。
所进行的一系列统计测试使我们能够确定学生群体共情水平的分类值范围。然而，所确定的类别可能构成他们的一个特定特征。不可能将这些结果外推到拉丁美洲以外的地区。
所估计的排名有助于比较护理专业学生群体之间的共情水平以及共情干预的实际效果。
为评估护理专业学生共情技能变化的策略提供支持，从而使这一技能在卫生服务中得到重视。
划分标准定义了评估类别（非常低、低、中、高和非常高），可对（例如）共情干预后所达到的共情水平进行客观分类。这有助于评估护理专业学生（及从业人员）所经历的实质性变化。
