Jing Ma, Chui Pinglei, Chong Mei Chan, Maoting Tang
Faculty of Medicine, University of Malaya, Kuala Lumpur, Malaysia.
School of Nursing, Henan University of Science and Technology, Luoyang, Henan, China.
Front Med (Lausanne). 2024 Dec 12;11:1479466. doi: 10.3389/fmed.2024.1479466. eCollection 2024.
Community-based learning approaches are gaining recognition in nursing education as a means to address the needs of aging societies by fostering empathy, emotional intelligence, and caring behaviors among nursing students. These attributes are essential for enhancing the quality of care and building strong interpersonal connections with older adults. While community-based education programs offer promising benefits, there is still limited understanding of their impact on nursing students' empathy, emotional intelligence, and caring behaviors. This scoping review aims to examine how community-based educational interventions can assist nursing students in developing these essential competencies, ultimately contributing to better outcomes in geriatric care.
A scoping review was conducted following the framework of Arksey and O'Malley. The following electronic databases were searched: Cumulative Index to Nursing and Allied Health Literature (CINAHL), MEDLINE, Web of Science, Psychology and Behavioral Sciences Collection, PubMed, and Google Scholar. Gray literature was also searched through Google Scholar and ProQuest. Studies included reports on nursing students' emotional changes due to educational engagements with older adults.
A total of 3,001 abstracts were screened, with 78 full texts reviewed, resulting in 9 studies being included in the analysis. The results demonstrate that interactions with older adults enhance nursing students' empathy and emotional intelligence while fostering positive changes in their caring behaviors. Participants reported greater sensitivity to the feelings and physical discomforts of older adults, contributing to improved care and stronger relational dynamics.
Community-based education programs involving older adults represent an effective strategy for enhancing nursing students' empathy, emotional intelligence, and caring behaviors, suggesting valuable implications for nursing education methodologies.
基于社区的学习方法在护理教育中越来越受到认可，它是通过培养护生的同理心、情商和关爱行为来满足老龄化社会需求的一种手段。这些特质对于提高护理质量以及与老年人建立紧密的人际关系至关重要。虽然基于社区的教育项目带来了诸多益处，但人们对其对护生同理心、情商和关爱行为的影响仍了解有限。本综述旨在探讨基于社区的教育干预如何帮助护生培养这些关键能力，最终为老年护理带来更好的效果。
按照阿克西和奥马利的框架进行了一项综述。搜索了以下电子数据库：护理及相关健康文献累积索引（CINAHL）、医学索引数据库（MEDLINE）、科学引文索引（Web of Science）、心理学与行为科学合集、PubMed和谷歌学术。还通过谷歌学术和ProQuest搜索了灰色文献。纳入的研究包括关于护生因与老年人的教育互动而产生的情绪变化的报告。
共筛选了3001篇摘要，审阅了78篇全文，最终9项研究纳入分析。结果表明，与老年人的互动增强了护生的同理心和情商，同时促进了他们关爱行为的积极变化。参与者报告说对老年人的感受和身体不适更敏感，这有助于改善护理并加强关系动态。
涉及老年人的基于社区的教育项目是提高护生同理心、情商和关爱行为的有效策略，对护理教育方法具有重要意义。
