Introduction. The tendency of reducing student empathy requires efforts to improve it through education or training. The purpose of this review is to identify education, learning, or teaching that is used to increase student empathy. Method. The design used a Literature Systematic Review. Articles were conducted in three electronic databases guided by The PRISMA. Articles published in English and from 2019 to 2021. Results. The result obtained 20 articles and will be reviewed. Eighteen articles show an effect or relationship between intervention and empathy. Training materials that can increase student empathy are the concept of empathy, communication, mindfulness, and transcultural nursing education. Education and training using patients/patient simulations to help improve student empathy, namely: expert patients, ECARE Program, polypharmacy effects; clinical Simulation of Inpatients, Lectures in class, Virtual Dementia Tour, living in poverty, and games for team interaction. Another method is through the KSS module, mannequin simulator experience, and peers. Conclusion. Education and training on the concepts of empathy, communication, meditation, and cultural competence using Simulation and immersion methods with patients, being like patients, using mannequins, or interacting with vulnerable groups can increase student empathy. Faculty and lecturers can apply experiential learning methods with Simulation and immersion in learning or training courses. Keywords: empathy, student, nursing, learning, education
Combination antiretroviral therapy (cART) has improved the health and life expectancy of people living with human immunodeficiency virus (HIV). Comorbidities and geriatric syndrome are more prevalent in patients with HIV than in the general population. As a result, people living with HIV may face unique characteristics and needs related to aging. Health-care systems need to prepare to encounter those issues that not only focus on virology suppression and cART management but also chronic non-AIDS comorbidities and geriatric syndrome. However, there are limited data on geriatric assessment among people living with HIV. The purpose of this article is to present findings of a literature search that integrate age-related issues in HIV care management for health-care professionals caring for people living with HIV in Indonesia to consider. Integrating comprehensive geriatric assessment (CGA) into HIV care is essential. However, some critical issues need to be considered prior to implementing CGA in HIV primary care, including social vulnerability, economic inequality, and aging-related stigma. Developing guidelines for implementing CGA in HIV primary clinics remains a priority. Studies of HIV in the aging population in Indonesia need to be conducted to understand the burden of geriatric syndrome.
The primary objective of this review was to examine the research literature for evidence about the caring behavior of Nurse Managers. After searching, we found 14 themes from five articles, then we rearranged the 14 themes into three themes of caring behavior of manager nurses. The first theme is the duty of nurse managers to improve nurse caring by coordingating nurses’ care of patients. This includes increasing continuity and accessibility of care for patients, promoting nurse’s careers professionally, supporting work balance, implementing caring behavior, and managing a caring culture. The second theme is the character of a nurse manager, such as democratic leadership, voluntary sharing, communication, respect, and feeling care. The third theme is the supporting and inhibiting factors for nurse managers such as formal organizational support, informal support from nurses, and a sense of mutual care between peers. The results suggest that nurse manager must have a strong role and character to maintain the caring culture of nurses. Keywords: caring, nurse manager, care manager, qualitative
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