Enhancing Intellectual Empathy: The Lived Experience of Voice Simulation

Abstract

Voice simulation assists the novice nurse in developing intellectual empathy.

Active-Learning Diabetes Simulation in an Advanced Pharmacy Practice Experience to Develop Patient Empathy

“…1 To further enhance a learner-centered style of education, health-related disciplines have added simulation projects to some courses to further highlight aspects of certain disease states and patient populations. These include disability/rehabilitation, 2 low-vision, 3 schizophrenia, 4 HIV/AIDS, 5 pediatrics, 6 and geriatrics. 7 Such activelearning educational strategies are encouraged within pharmacy curricula, as they are recognized by the Accreditation Council for Pharmacy Education Guidelines 8 as a means of stimulating higher-order cognition, such as problem solving and critical thinking.…”

The effects of a voice hearing simulation on implicit fear of voices

“…Overall, these findings appear to contrast the positive effects found in the literature where there were reductions in negativity after a simulation (Dearing & Steadman, 2009; IMPLICIT NEGATIVITY TOWARD HEARING VOICES 14 Deegan, 1996;Kidd et al, 2015;Sideras et al, 2015;Wieland, et al, 2015;Wilson et al, 2009), but appear to complement those studies that have found negative simulation outcomes (e.g., Brown et al, 2010;Kalyanaraman et al, 2010). The negative effects observed here may be explained by the inclusion of negative content in the simulation procedure (i.e., the voices were commanding).…”

“…Many of these studies have included simulations of distressing (or critical) voices within these interventions, due to the prevalence of these types of voices, as reported by voice hearers (Larøi et al, 2012). Overall, these interventions have been associated with positive outcomes and voice simulations have been shown to reduce stigma, but improve empathy, behavioral intentions, and positive attitudes toward voice hearers (Bunn & Terpstra, 2009;Chaffin & Adams, 2013;Dearing & Steadman, 2009;Deegan, 1996;Hojat et al, 2001;Kalyanaraman, Penn, Ivory, & Judge, 2010;Kidd, Tusaie, Morgan, Preebe, & Garrett, 2015;Sideras, Mckenzie, Noone, Dieckmann, & Allen, 2015;Ward, 2015;Wieland, Levine, & Smith, 2015;Wilson et al, 2009 (Ando, Clement, Barley, & Thornicroft, 2011). Furthermore, the simulation procedures employed vary considerably in presentation (i.e., some were audio simulations and others were virtual reality), length (from 4 to 45 minutes), and content, all of which may also account for the mixed outcomes.…”

“…The voice hearing simulation was a newly-developed, brief, audio simulation that comprised two phases in which different topographies of voices heard were presented. Similar to Dearing and Steadman (2009), the first phase involved whispers, and intrusive words or messages (e.g., "You are so stupid"), and the second phase involved arbitrary sounds. Both phases of the simulation were produced by a voice hearer and were a simulation of their own heard voices.…”

Contributions of Neuroscience to a New Empathy Epistemology: Implications for Developmental Training

“…Additionally, reading fiction has resulted in significant transformation in empathic fantasy development (Bal & Veltkamp, 2013). Empathy, as more than simply promoting compassion, aids in increasing intelligence (Dearing & Steadman, 2009;Gardner, 2006). Gardner (2006) connected empathic intelligence/wisdom to interpersonal, intrapersonal, logic, kinetic, linguistic, spatial, and naturalistic experience.…”