BackgroundThe profound impact of empathy training on quality nursing care has been recognized. Studies have shown that there has been little improvement in nurses’ communication skills, and that they should work to enhance this area. Relevant training will lead to an improvement in nurses’ empathic skills, which in turn, will enable them to understand their patients better, establish positive interpersonal relationships with them, and boost their professional satisfaction.ObjectivesTo reveal the effect of empathy training on the empathic skills of nurses.Patients and MethodsThis study was conducted as an experimental design. The research sample consisted of 48 nurses working at the pediatric clinics of Farabi hospital of Karadeniz Technical University in Turkey (N = 83). Two groups, an experimental group (group 1) and a control group (group 2) were determined after questionnaires were supplied to all nurses in the study sample. At first, it was intended to select these groups using a random method. However, since this may have meant that the experimental and control groups were formed from nurses working in the same service, the two groups were selected from different services to avoid possible interaction between them. The nurses in the Group 1 were provided with empathy training through group and creative drama techniques. Pre-tests and post-tests were conducted on both groups. Data was collected via a questionnaire designed around the topic “empathic skill scale-ESS”, developed by Dokmen. The Kolmogorov Smirnov test was employed to assess whether the measurable data was suitable for normal distribution. Data was presented as numbers and percentage distributions, as mean ± standard deviation and Chi-square, and as student t tests and paired t tests. The level of significance was accepted as P < 0.05.ResultsThe nurses in the experimental group had a mean score of 146.7 ± 38.8 and 169.5 ± 22.1 in the ESS pre-test and post-test, respectively. Although the nurses in the control group had a pre-test mean score of 133.7 ± 37.1, which increased to 135.1 ± 51.7 after the training, no statistically significant difference was found (P = 0.886). A comparison of the groups indicated that they scored similarly in the pre-test. However, the experimental group scored significantly higher than the control group in the post-test (P = 0.270 and P = 0.015, respectively).ConclusionsIn the light of these findings, it is recommended that communication skills should be widely included in in-service training programs; similar studies should be conducted on broader control groups formed through randomization; and a comparison should be made between the findings.

This study was carried out to determine the effects of peer education on breast self-examination (BSE) knowledge and health beliefs. 180 female university students were trained in BSE by the nursing students. Students instructed in groups by their peers showed a much higher degree of BSE knowledge. It was also found that perceived confidence of the students educated both individually and in groups increased afterward. Study results further revealed that the methods used for peer instruction do not affect students' sub-dimensions of health beliefs differently after the education.

The results of this study could be used to take precautions against nursing medical errors in Turkey and to enhance institutional policies and activities regarding medical errors and patient safety.

Pediatric injuries pose a significant problem, both in Turkey and worldwide, because they lead to death or disability in a number of children each year. This quasi-experimental study aimed to identify the effects of the training provided to mothers with children aged 0–6 years about the hazards that lead to pediatric injuries. The population of the research comprised mothers with children aged 0–6 years, living in the city center. Considering the educational and socioeconomic levels of the individuals registered in the family health centers (FHC), the FHCs were divided into 3 groups of high, moderate, and low socioeconomic level. Subsequently, 1 FHC was selected from each level using simple random sampling. The study was conducted with 300 volunteer mothers registered in these FHCs. The tools used for data collection included the “0–6-year-old Children's Mothers' Identification Scale of Safety Precautions for the Prevention of Pediatric Injuries,” the “Risk Assessment Form for Pediatric Injuries” (RAF), and a 33-item questionnaire. After the training on the prevention of pediatric injuries, the mothers' scores on the identification of safety precautions for pediatric injuries increased significantly (p = 000). In addition, there was a significant difference between the pre- and posttest scores of the mothers (p < .05) on all dimensions of the RAF (choking, burns, poisoning, sharp object injuries, and falling; all p values <.05). Thus, the training provided to mothers to prevent pediatric injuries was effective in improving the awareness of the mothers.

Interventions and strategies that help women develop confidence in their abilities to perform early breast cancer detection methods are likely to encourage them to engage in regular screening for breast cancer.