Amin Shaimaa Mohamed, Karim Nashwa Ahmed Hussein Abdel, Osman Mahmood Ahmed, Abdallah Haitham Mokhtar Mohamed, El-Sayed Ahmed Abdelwahab Ibrahim, Tawfik Ahmed Farghaly, Madian Abeer Abd Elaziz, El-Sherbini Hanan Hosni, Atta Mohamed Hussein Ramadan
Community Health Nursing, Faculty of Nursing, Damanhour University, Damanhour, Egypt.
Psychiatric and Mental Health Nursing, Faculty of Nursing, Zagazig University, Zagazig, Egypt.
BMC Nurs. 2025 Jun 2;24(1):628. doi: 10.1186/s12912-025-03235-1.
Empathy, cultural sensibility, and professional identity are crucial attributes for nursing students, as they significantly influence patient care quality and culturally competent practices. Understanding these traits is essential for developing tailored educational interventions to prepare nursing students for diverse healthcare environments. This study aimed to assess the levels of empathy, cultural sensibility, and professional identity among nursing students and explore the relationships among these variables.
A cross-sectional descriptive design was conducted at the Faculty of Nursing, Zagazig University, Egypt. A stratified random sampling technique was used to recruit 520 undergraduate nursing students who had completed at least one clinical course. Data were collected using validated tools: the Jefferson Scale of Empathy (JSE), the Cultural Sensibility Scale for Nursing (CUSNUR), and the Professional Identity Scale for Nursing Students (PISNS). Descriptive statistics were used to characterize participants. Pearson's correlation coefficients assessed relationships between variables. Path analysis using SPSS-AMOS version 26 evaluated the mediating role of cultural sensibility in the relationship between professional identity and empathy.
The mean empathy score was high (mean ± SD: 104.8 ± 15.2), with students excelling in the "Perspective Taking" subscale. The mean cultural sensibility score was moderate (mean SD: 78.6 ± 12.7), indicating room for improvement in addressing cultural diversity. Professional identity levels were strong (mean SD: 68.4 ± 10.9), with "Professional Self-Image" being the highest-rated subscale. A positive correlation was found between empathy and cultural sensibility (r = .42, p < .001) and between cultural sensibility and professional identity (r = .37, p < .001).
This study highlights the interrelationship between empathy, cultural sensibility, and professional identity in nursing students, emphasizing the need for educational strategies that enhance these attributes to better prepare students for culturally competent and empathetic care.
Not applicable.
同理心、文化敏感性和职业认同感是护理专业学生的关键属性，因为它们会显著影响患者护理质量和具有文化胜任力的实践。了解这些特质对于制定量身定制的教育干预措施以让护理专业学生为多样化的医疗环境做好准备至关重要。本研究旨在评估护理专业学生的同理心、文化敏感性和职业认同感水平，并探讨这些变量之间的关系。
在埃及扎加齐格大学护理学院进行了一项横断面描述性设计。采用分层随机抽样技术招募了520名已完成至少一门临床课程的本科护理专业学生。使用经过验证的工具收集数据：杰斐逊同理心量表（JSE）、护理文化敏感性量表（CUSNUR）和护理专业学生职业认同感量表（PISNS）。描述性统计用于描述参与者的特征。皮尔逊相关系数评估变量之间的关系。使用SPSS-AMOS 26版进行路径分析，以评估文化敏感性在职业认同感与同理心之间关系中的中介作用。
同理心平均得分较高（均值±标准差：104.8±15.2），学生在“换位思考”子量表上表现出色。文化敏感性平均得分中等（均值标准差：78.6±12.7），表明在应对文化多样性方面仍有改进空间。职业认同感水平较强（均值标准差：68.4±10.9），“职业自我形象”是评分最高的子量表。同理心与文化敏感性之间存在正相关（r = 0.42，p < 0.001），文化敏感性与职业认同感之间也存在正相关（r = 0.37，p < 0.001）。
本研究强调了护理专业学生同理心、文化敏感性和职业认同感之间的相互关系，强调需要采取教育策略来增强这些属性，以便更好地让学生为具有文化胜任力和同理心的护理做好准备。
不适用。
