Measuring the impact of a ‘point of view’ disability simulation on nursing students' empathy using the Comprehensive State Empathy Scale

The empathy continuum: An evidenced‐based teaching model derived from an integrative review of contemporary nursing literature

“…Two of the conceptual papers (Cliffordson, ; Latimer et al, ) and three of the educational papers (Everson et al, ; Levett‐Jones et al, ; Ward et al, ) referred to empathic responding and the notion of empathic concern. In the context of Cliffordson's and Latimer et al's papers, empathic concern was a subscale of the IRI and defined as the tendency to respond to and experience “other‐oriented feelings of sympathy and concern for unfortunate others” (Davis, , p. 114).…”

“…Henry et al (, p. 926) referred to Mercer et al's (, p. 328) description of empathy as an understanding of a patient's world and the ability to act on that understanding in a therapeutic way. Similarly, Levett‐Jones et al () referred to behavioural empathy as the intention to respond compassionately to a person's needs and concerns. However, few of the above studies outlined the actual features or manifestations of empathic actions or behaviours.…”

“…Dewey (, p. 73) advocates that “we learn not from experience… we learn from reflecting on experience.” It is noteworthy that few of the papers included in this review referred to the importance of reflection as a key component of empathy. However, a number of them did describe educational strategies such as simulations that included a reflective component, for example (Haley et al, ; Levett‐Jones et al, ; Lobchuk et al, ; Nosek et al, ; Webster, ). It could be argued that rigorous and deep self‐examination in order to learn from an experience may improve one's empathic abilities for future encounters and lead to more insightful and perceptive responses to individuals in need.…”

“…Nine of these studies used single-group pretest post-test designs (Beddoe & Murphy, 2004;Everson et al, 2015Everson et al, , 2018Finch, 2016;Mete, 2007;Nosek, Gifford, & Kober, 2014;Ozcan, Bilgin, & Eracar, 2011;Sheehan, Perrin, Potter, Kazanowski, & Bennett, 2013;Ward, Cody, Schaal, & Hojat, 2012) and two studies used post-test only designs (Lobchuk et al, 2016;Strekalova, Krieger, Kleinheksel, & Kotranza, 2017). One of the studies was a randomized controlled trial (Haley et al, 2017) and the remaining six were case-control studies (Cunico, Sartori, Marognolli, & Meneghini, 2012;Henry, Ozier, & Johnson, 2011;Lee, Yu, Hsieh, Li, & Chao, 2018;Levett-Jones et al, 2017;Mennenga, Bassett, & Pasquariello, 2016;Webster, 2010), with each of them testing changes in empathy after an educational intervention and/or comparing empathy outcomes with those of a control group. The included studies were conducted in eight countries: 10 in the USA, two in Turkey, three in Australia, and one each from Canada, Italy and Taiwan.…”

“…In the nursing education studies, point-of-view simulations, role plays and video-based interventions were identified as effective strategies to facilitate vicarious experiences of suffering so as to improve nursing students' empathic intelligence and perspective-taking abilities (Levett- Jones et al, 2017;Lobchuk et al, 2016;Nosek et al, 2014). Another powerful strategy for enhancing students' empathic intelligence is the study of works of art (Klugman & Beckmann-Mendez, 2015).…”