Comparing Empathy Levels in Students at the Beginning and End of a Nursing Program

2012 ◽  
Vol 16 (3) ◽  
pp. 28-33 ◽  
Author(s):  
Sherry R. Lovan, ◽  
Maribeth Wilson,
Keyword(s):  
Nursing Students ◽  
Nursing Student ◽  
The United States ◽  
Nursing Program ◽  
Nursing Educators ◽  
Undergraduate Nursing Students ◽  
First Semester ◽  
Undergraduate Nursing ◽  
Regional University ◽  
Student Version

Researchers of a mid-size regional university in the United States used a survey to compare and measure the empathy levels of first semester baccalaureate undergraduate nursing students with students at the end of the same nursing program using the Jefferson Scale of Empathy (Nursing Student Version). They found nursing students graduating at the end of their baccalaureate undergraduate nursing program do not have significantly different empathy levels when compared to nursing students at the beginning of the program. Implications for nursing educators include incorporating teaching strategies to improve nurses’ empathy.

scholarly journals Unconscious Weight Bias Among Nursing Students: A Descriptive Study

Healthcare ◽  
2019 ◽  
Vol 7 (3) ◽  
pp. 106
Author(s):  
Tracy P. George ◽  
Claire DeCristofaro ◽  
Pamela F. Murphy
Keyword(s):  
Nursing Students ◽  
Quality Care ◽  
The United States ◽  
Weight Bias ◽  
Undergraduate Nursing Students ◽  
First Semester ◽  
Bachelor Of Science ◽  
Undergraduate Nursing ◽  
Valid Test ◽  
Bsn Students

There has been both an increase in obesity and anti-obesity bias in the United States. The Harvard Weight Implicit Association Test (IAT) is a reliable, valid test that can measure unconscious weight bias. First semester Bachelor of Science in Nursing (BSN) students were surveyed anonymously mid-semester and at the end of the semester after completing the Harvard Weight IAT. Sixty-nine out of 77 students completed pre- and post-surveys. Weight preference towards others was not shown to be related to the respondent’s own self-reported body mass index (BMI). The majority of respondents exhibited more weight-related bias on the IAT than they realized. The three qualitative themes that emerged included Awareness of Personal Beliefs and Stereotypes, Reminder to be Impartial, and Skepticism about the IAT. It is important for undergraduate nursing students to be aware of possible unconscious weight bias in order to provide high-quality care to patients.

scholarly journals Changes in the Level of Nursing Students’ Empathy During Four Years Education

2020 ◽  
Vol 19 (2) ◽  
Author(s):  
Maryam Sedaghati Kesbakhi ◽  
Camelia Rohani
Keyword(s):  
Nursing Students ◽  
Nursing Student ◽  
University Education ◽  
First Year ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Empathic Communication ◽  
Student Version ◽  
The University ◽  
Nursing Training

Background: The findings on changes in the level of nursing students’ empathy during the university education are contradictory, and it’s not clear whether it decreases/increases after four years of education. Objectives: The current study aimed to investigate the level of nursing students’ empathy during different years of education. Methods: In this descriptive study, 122 undergraduate nursing students from the first to the fourth year of the program are included. Data were collected using the Jefferson Scale of Empathy Nursing Student Version-R and analyzed by the descriptive and analytical tests in SPSS version 21. Results: The mean score of empathy was 91.8±28.7. The level of empathy significantly declines in the fourth year of education, compared to the first year (P < 0.001). Conclusions: This study showed that the level of empathy of nursing students significantly declines in the fourth year, so exploring its causes would be useful. Also, empathy should be introduced to the nursing students as one of the standards of clinical competency using strategies such as education for empathic communication with the patient in nursing training programs.

scholarly journals Changes in the level of nursing students’ empathy during four years education

2019 ◽  
Author(s):  
Maryam Sedaghati Kesbakhi ◽  
Camelia Rohani
Keyword(s):  
Nursing Students ◽  
Nursing Student ◽  
First Year ◽  
Academic Education ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Empathic Communication ◽  
Student Version ◽  
The Mean ◽  
The University

Abstract Background: A review of previous studies on nursing students’ empathy showed contradictory results with reducing or increasing empathy in nursing students and other students in the healthcare field during academic years of education at the university. Methods: The descriptive study with comparative design was conducted to determine the level of empathy and its changes in 122 undergraduate nursing students from the first to the fourth year of study. The data were collected using Jefferson Scale ofPhysician Empathy Nursing Student Version-R (JSE- NS version R) . Data were analyzed with descriptive and analytical tests by SPSS version 20. Results: Results showed that the mean score of empathy in all nursing students was 91.8 ± 28.7 (range: 20-140). Changes of empathy across the academic education years indicated that it was significantly declined in the fourth year of education, compared to the first year (p<0.001). The mean score of empathy in more than 76% of nursing students in the fourth academic education year was set at less than 50 th percentile. Conclusions: Based on this significant reduction, it is recommended that the reasons are explored by qualitative studies. Also, empathy is introduced to the nursing students, as one of the standards of clinical competency using strategies, such as education for empathic communication with the patient in training programs, and in the core courses of the nursing profession.

scholarly journals From theory to simulation to teach care for burn victims: case report

2018 ◽  
Vol 22 (3) ◽  
Author(s):  
Ana Railka de Souza Oliveira-Kumakura ◽  
Juliany Lino Gomes Silva ◽  
Natália Gonçalves
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Teaching Strategies ◽  
Nursing Student ◽  
Undergraduate Nursing Students ◽  
Burn Victims ◽  
Active Teaching ◽  
Undergraduate Nursing ◽  
Simulated Environment ◽  
E Learning

Abstract Aim: To report the experience of applying different teaching strategies on undergraduate nursing students caring for burn victims. Method: Experience report on the topic, "Nursing care for the patient with burns", for undergraduate nursing student education. Results: Teaching strategies during this course involved theoretical lecture, discussion of clinical cases, use of a virtual environment, and practice in a simulated environment. The students reported satisfaction with the tools used. Conclusion: It is important to incorporate different active teaching strategies, such as clinical simulation practices, e-learning, classes incorporating dialogue, case studies, and others, for undergraduate nursing education on caring for the burn victim.

Constructivist Philosophy and Nursing Student Medication Calculations

2013 ◽  
Vol 27 (2) ◽  
pp. 88-94
Author(s):  
Sarah E. Newton ◽  
Margaret Harris ◽  
Laura Pittiglio
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Strategies ◽  
Nursing Student ◽  
Nursing Program ◽  
Learning Approach ◽  
First Semester ◽  
Baccalaureate Nursing Program ◽  
Medication Calculations ◽  
Teaching Learning

Prelicensure nursing students often have difficulty performing medication calculations (MCs). Faculty at one baccalaureate nursing program wanted to use nursing theory to guide the development of a teaching–learning approach related to MC’s. Finding little theory related to the topic of MCs, a constructivist-based teaching–learning approach was used instead. The purpose of the study was to assess whether nursing students who received an MC review class that used a teaching–learning approach based on constructivist philosophy had better results on an MC examination than students who received their review via traditional teaching–learning methods. The study participants consisted of two cohorts of first-semester junior-level nursing students from one university-based school of nursing in the Midwestern United States. The results indicated that students in the simulation review class had higher mean scores on an MC examination than students who received their review via more traditional means. Teaching–learning strategies related to MCs based on constructivist philosophy have the potential to improve student learning outcomes, but more research is needed before middle-range theory related to this critically important area of nursing education can be developed.

scholarly journals (A46) Health Volunteers during the MT. MERAPI ERUPTION: What did Nursing Students Learn?

2011 ◽  
Vol 26 (S1) ◽  
pp. s13-s14
Author(s):  
E. Rochmawati
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Student Perceptions ◽  
Nursing Student ◽  
Descriptive Analysis ◽  
Good Health ◽  
Self Awareness ◽  
Undergraduate Nursing Students ◽  
Health Volunteer ◽  
Undergraduate Nursing

BackgroundUndergraduate nursing students are expected to be responsive and competency, particularly during a disaster. Working as health volunteers is one strategy to develop these skills. However, little research has investigated the experiences of nursing students working as health volunteers during a disaster.ObjectivesThis study aimed to investigate undergraduate nursing student perceptions and experiences of being health volunteer during the Mt. Merapi eruption.Methods: A non-experimental, descriptive design was used. A sampling of 25 undergraduate nurse students who worked as health volunteers during the Mt. Merapi eruption completed a self-administered questionnaire. The questionnaire consisted open- and closed-ended questions, and was used to measure students' self awareness and what they have learned. Additional questions were asked to prioritize attributes required to be health volunteers. Data were aggregated and analyzed using a simple, descriptive analysis.ResultsUndergraduate nursing students had internal motivation of being health volunteers during disaster. Findings of this study illustrated benefits, future impact of being health volunteer, and required attributes of being good health volunteers.ConclusionsStudents' perceptions and experiences during disasters underscores important factors in the promotion of disaster management competency in nursing education.

scholarly journals Clinical teaching of university-degree nursing students: are the nurses in practice in Uganda ready?

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Amos Drasiku ◽  
Janet L. Gross ◽  
Casey Jones ◽  
Champion N. Nyoni
Keyword(s):  
Nursing Students ◽  
Undergraduate Students ◽  
Professional Education ◽  
Clinical Teaching ◽  
Continuing Professional Development ◽  
Nursing Program ◽  
Clinical Environment ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
University Degree

Abstract Background Nurses with degree qualifications offer better nursing care compared to nurses prepared at lower levels. University based nursing degrees have been sanctioned as entry into professional nursing and several low-resource states have introduced university based nursing degrees. The clinical teaching of students enrolled in such degrees is challenged, as most nurses in practice do not have university degrees and may not have the necessary skills to facilitate clinical learning as expected at degree level. A university in Uganda established a bachelor’s degree in Nursing program and was expecting to use nurses in practice at a teaching hospital for the clinical teaching of university-degree nursing students. This study reports on the perceptions of the nurses in practice regarding their readiness for the clinical teaching of undergraduate nursing students. Methods A qualitative descriptive research study was conducted among 33 conveniently sampled nurses from Arua Regional Referral Hospital (ARRH) who had been supervising Diploma and/or Certificate in Nursing students. Five focus group discussions and three informant interviews were used to generate the data. Data were transcribed verbatim and analysed using an inductive approach through thematic analysis. Results The nurses in practice perceived themselves as ready for clinical teaching of undergraduate nursing students. Three themes emerged namely; “Willingness to teach undergraduate students” “Perceived attributes of undergraduate students”, and “The clinical practice environment”. Conclusion The nurses in practice need support in the execution of the clinical teaching role of university-degree nursing students. The nature of supports would include, continuing professional development specific to clinical teaching, engaging the educators in the clinical environment, positively engaging power gradients and address insecurities among the nurses and the students. Students in these programmes should be exposed to the clinical environment earlier within the programme, and be exposed to interprofessional and trans-professional education.

scholarly journals Willingness and Associated Factors of Engaging in Aged Care Among Undergraduate Nursing Students in China: A Cross-Sectional Study

2020 ◽  
Author(s):  
Yujie Guo ◽  
Lei Yang ◽  
Lingli Zhu ◽  
Yu Wan ◽  
Shujun Zhang ◽  
...  
Keyword(s):  
Older Adults ◽  
Nursing Students ◽  
Associated Factors ◽  
Aged Care ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Nursing Educators ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Willingness To Engage

Abstract Background: There is an increasing demand for nurses to work with older adults with the increase of life expectancy. However, the willingness of nursing students to work with older adults is at a low level. Methods: This study aimed to further explore the willingness and associated factors of undergraduate nursing students to engage in aged care. A convenience sampling method was employed from May to July 2017 in China. Results: Of the 853 students surveyed, 38.1% were willing to engage in aged care after graduation. Expectancy, interest, attainment value, cost, prejudice, whether they like nursing profession and whether they participated in elderly-related activities were the most significant predictors of the students’ willingness to engage in aged care. Conclusions: This suggests that nursing educators have an important part in challenging students' stereotype of older adults and enhance their interest in caring for older adults through both well-designed curriculum and elderly-related activities, so as to improve their confidence and willingness to engage in aged care.

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