O Cuidado Empático: Contribuições para a Ética e Sua Interface com a Educação Moral na Formação em Saúde

Mayernyik, Marcelo de Almeida; Oliveira, Fabio Alves Gomes de

doi:10.1590/1981-52712015v40n1e01752015

Cited by 11 publications

(9 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This can be explained by the fact that higher education institutions have incorporated humanization practices and empathy skills, allowing the professional to act based on the integrality and singularity of the user, and not on the fragmented and technicist view. 15 In addition, another corroborating factor for greater empathy in higher level health professionals is the experience of undergraduate experiences that bring them closer to users in health services, participate in extramural disciplines and internships, which privilege personal skills, interpersonal relationships, empathy and resolve in health. 15 It is also emphasized that, on a scale, empathy increases the higher the level of schooling.…”

Section: Discussionmentioning

confidence: 99%

“…15 In addition, another corroborating factor for greater empathy in higher level health professionals is the experience of undergraduate experiences that bring them closer to users in health services, participate in extramural disciplines and internships, which privilege personal skills, interpersonal relationships, empathy and resolve in health. 15 It is also emphasized that, on a scale, empathy increases the higher the level of schooling. Participants with graduate programs score more in empathy than those with only undergraduate degree.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Nurses’ Empathy in an Emergency Hospital Service

Albuquerque

Souza

Maynart

et al. 2019

Texto contexto - enferm.

View full text Add to dashboard Cite

Objective: to analyze the empathy of nursing professionals who work in an urgency and emergency hospital service. Method: a cross-sectional study with 230 nursing professionals working in a public hospital in Maceió (Alagoas/Brazil). Data collected by sociodemographic questionnaire and Empathy Inventory between 2014 and 2015. Descriptive statistics of the data, analysis of variance and Cronbach's alpha of significance 0.05. Results: out of the 230 professionals, 59 were nurses and 171 mid-level nursing professionals, with a mean age of 42.3 years old, 205 were women, 120 were married, 175 had children and 108 had a college education. Participants had higher levels of affective sensitivity (82.9%) and perspective (73.0%), followed by altruism (64.7%) and interpersonal flexibility (59.7%). In general, there was a statistically significant difference between the nursing professionals in relation to empathy, and the nurse was more empathic (p value=0.039) than the other professionals. Conclusion: among the four factors that make up the empathy ability, the greater ability to take perspective, to raise awareness of other people's situations, to accept ideas that are foreign to theirs, and to sacrifice themselves for the benefit of others, have stood out among the nursing professionals in the emergency service. In nursing, empathy is generally associated with the professional category.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Nurses’ Empathy in an Emergency Hospital Service

Albuquerque

Souza

Maynart

et al. 2019

Texto contexto - enferm.

View full text Add to dashboard Cite

show abstract

“…It is a methodology that allows to work the knowledge and to improve the skills of the students, collaborating for the development of their moral competence; mobilize knowledge articulated to previous knowledge, favoring the development of skills and the internalization of moral values (2,(12)(13) . In the use of the "round" as a moment to hold discussions of patients' clinical conditions, expression of opinions about care actions and therapeutic behaviors, a space is opened that encourages the questioning about values, which are based on their internal principles, contributing to issue judgments and decision-making regarding care, promoting clinical reasoning (2)(3) . The use of workshops to discuss ethical issues through the use of dilemmas allows the student to demonstrate weaknesses, strengthen problem solving, reinforce moral principles necessary for social well-being, and thus develop moral competence (1)(2) .…”

Section: Discussionmentioning

confidence: 99%

“…By educating morally, the formation of citizens with a more developed, autonomous, responsible and more cooperative moral consciousness is potentiated (3) . In this way, the possibilities of (re) constructing human capacity are enhanced, mediated by a pedagogical relationship in which both the professor and the student teach and learn, (re) building knowledge together (4) , and reconstructing themselves as people, and developing themselves morally.…”

Section: Introductionmentioning

confidence: 99%

Teaching strategies: promoting the development of moral competence in undergraduate students

et al. 2018

View full text Add to dashboard Cite

Objective: To identify strategies and spaces used by professors to promote the development of the moral competence of nursing undergraduate students. Method: Qualitative research, developed with 20 nursing professors, through a semi-structured interview, from July to October 2016. Data were submitted to discursive textual analysis. Results: Three categories were constructed: Active methodologies as strategies for the development of moral competence; Knowledge and development of clinical reasoning as motivating spaces of moral competence; Attitude of professors as a strategy for dialogue, empathy, recovery of moral values and development of caring skills. Final considerations: The use of strategies and spaces to develop pedagogical actions favors the search for knowledge, clinical reasoning and the approach of ethical and moral aspects that collaborate for the development of the moral competence of nursing undergraduate students. Descriptors: Nursing Education; Moral Development; Professors; Students; Moral. RESUMO Objetivo: Identifi car estratégias e espaços utilizados por docentes para promover o desenvolvimento da competência moral dos estudantes de graduação em Enfermagem. Método: Pesquisa qualitativa, desenvolvida com 20 docentes de enfermagem, por meio de entrevista semiestruturada, no período de julho a outubro de 2016. Os dados foram submetidos à análise textual discursiva. Resultados: Construíram-se três categorias: Metodologias ativas como estratégias ao desenvolvimento da competência moral; Conhecimento e o desenvolvimento do raciocínio clínico como espaços motivadores da competência moral; Atitude docente como estratégia para o diálogo, a empatia, o resgate de valores morais e o desenvolvimento de habilidades para o cuidar. Considerações fi nais: A utilização de estratégias e espaços para desenvolver ações pedagógicas favorece a busca do conhecimento, o raciocínio clínico e a abordagem de aspectos éticos e morais que colaboram para o desenvolvimento da competência moral dos estudantes de graduação em Enfermagem. Descritores: Educação em Enfermagem; Desenvolvimento Moral; Docentes; Estudantes; Moral. RESUMEN Objetivo: Identifi car estrategias y espacios utilizados por docentes para promover el desarrollo de la competencia moral de los estudiantes de graduación en enfermería. Método: Investigación cualitativa, desarrollada con 20 docentes de enfermería, por medio de entrevista semiestructurada, en el período de julio a octubre de 2016. Los datos fueron sometidos al análisis textual discursivo. Resultados: Se construyeron tres categorías: Metodologías activas como estrategias al desarrollo de la competencia moral; Conocimiento y desarrollo del raciocinio clínico como espacios motivadores de la competencia moral; Actitud docente como estrategia para el diálogo, la empatía, el rescate de valores morales y el desarrollo de habilidades para cuidarlo. Consideraciones Finales: La utilización de estrategias y espacios para desarrollar acciones pedagógicas favorece la 1651Teaching strategies: promoting...

show abstract

“…Empathy is defined as an affective response of the other, starting from the apprehension and the understanding of his feelings and of how he apprehends a certain situation. 3 Relating to sympathy, there are Max Scheler's reflections as phylosophical contributions, he is the author of Value Theory, 4,5 according to whom coexistance enables human beings not only to recognize themselves through empathy, but also, showing the possibility of affective participation denominated sympathy, which is the affective unification that motivates caring for another. 6 In that sense, the phylospher present a vision of the human being in three levels of evolution: 1) in the lowest, we find those who dedicate themselves in sensory values (pleasure and pain); 2) in the middle, those who prefer affective values linked to emotions, considered vital because they compose psyche order; and 3) in the spiritual leval, the highest, those who preserve values that are spiritual or sacred.…”

Section: Introductionmentioning

confidence: 99%

Ethical care of the other: Edith Stein and Max Scheler's contributions

et al. 2018

View full text Add to dashboard Cite

Objective: To analyze the empathy of Edith Stein and the sympathy of Max Scheler for an ethical care of the other. Method: A reflexive, philosophical study anchored in the philosopher Edith Stein's thoughts about empathy for the care of the human person, and likewise of the philosopher Max Scheler on sympathy. It intends to converge the thoughts of the thinkers with the intention of presenting the importance of the care with the person. Results: Stein's empathy leads the human being to perceive the experiences of others and the need for the ethical care of the other; Scheler, in relation to sympathy, brings love as the basis for the ethical care, essential in this relationship with the other. Conclusion: Life and care are become necessary for human relationships, and thus, according to Stein and Scheler's philosophies, each person is invited to perceive the other as a human being.

show abstract

O Cuidado Empático: Contribuições para a Ética e Sua Interface com a Educação Moral na Formação em Saúde

Cited by 11 publications

References 12 publications

Nurses’ Empathy in an Emergency Hospital Service

Nurses’ Empathy in an Emergency Hospital Service

Teaching strategies: promoting the development of moral competence in undergraduate students

Ethical care of the other: Edith Stein and Max Scheler's contributions

Contact Info

Product

Resources

About