Narrative Training as a Method to Promote Nursing Empathy Within a Pediatric Rehabilitation Setting

Adamson, Keith; Sengsavang, Sonia; Charise, Andrea; Wall, Stephen; Kinross, Louise; Balkaran, Michelle

doi:10.1016/j.pedn.2018.06.011

Cited by 24 publications

(32 citation statements)

References 27 publications

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“…Notably, despite recognizing the often challenging affective entanglements created by the complexity of health knowledge and practice, participants did not appear to indicate negative outcomes such as overwhelming emotions, moral and/or empathic distress (Adamson et al 2018), or hopelessness. This ability was related directly to anticipated practices as future health care professionals:…”

Section: B Managing Complexity and Affective Entanglementmentioning

confidence: 77%

Beyond empathy: a qualitative exploration of arts and humanities in pre-professional (baccalaureate) health education

Costa

Kangasjarvi

Charise

2020

Adv in Health Sci Educ

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For nearly four decades, researchers have explored the integration of arts and humanities content into health professions education (HPE). However, enduring controversies regarding the purpose, efficacy, and implementation of humanities initiatives suggest that the timing and context of trainees' exposure to such content is a key, but seldom considered, factor. To better understand the affordances of introducing humanities-based health curriculum prior to the HPE admissions gateway, we conducted a qualitative instrumental case study with participants from Canada's first Health Humanities baccalaureate program. Fully anonymized transcripts from semi-structured interviews (n = 11) and focus groups (n = 14) underwent an open-coding procedure for thematic narrative analysis to reveal three major temporal domains of described experience (i.e., prior to, during, and following their participation in a 12-week semester-long "Introduction to Health Humanities" course). Our findings demonstrate that perceptions of arts-and humanities content in health education are generated well in advance of HPE admission. Among other findings, we define a new concept-epistemological multicompetence-to describe participants' emergent capability to toggle between (and advocate for the role of) multiple disciplines, arts and humanities particularly, in health-related teaching and learning at the pre-professional level. Improved coordination of baccalaureate and HPE curricula may therefore enhance the development of capabilities associated with arts and humanities, including: epistemological multicompetence, aesthetic sensibility, and other sought-after qualities in HPE candidates. In conclusion, attending to the pre-professional admissions gateway presents a new, capabilitiesdriven approach to enhancing both the implementation and critical understanding of arts and humanities' purpose, role, and effects across the "life course" of health professions education.

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Section: B Managing Complexity and Affective Entanglementmentioning

confidence: 77%

Beyond empathy: a qualitative exploration of arts and humanities in pre-professional (baccalaureate) health education

Costa

Kangasjarvi

Charise

2020

Adv in Health Sci Educ

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“…Of qualitative programmes deemed as well described, 10 reported high satisfaction,41 42 44 45 51 52 58 69 71 72 84 85 91 while positive impacts were reported on: relationship-building (n=15),15 37 39 40 43–46 49 52 65 73 74 77 81 85 90 empathy (n=10),15 46 49 55 64 73 74 76 77 81 90 perspective-taking/reflection (n=10),37 39 40 43 52 64 73 76 77 84 85 resilience and burnout detection/mitigation (n=4),39 50 81 90 narrative competence (n=3),41 42 44 45 49 confidence/personal accomplishment (n=3),33 40 74 ethical inquiry (n=2),49 64 relevance to work (n=1),33 pedagogical skills (n=1),37 cultural competence (n=1),15 46 and institutional impact (n=1) 37…”

Section: Resultsmentioning

confidence: 99%

“…During the second screening stage, we read the full texts of records, identifying a further 109 records to exclude due to our discovering on full-text review that they did not meet our established eligibility criteria (figure 1). Following the full-text screening, 61 records qualified for review 15 22 33–89. However, we discovered that several qualifying records addressed identical NM programming efforts at the same institution: that is, 12 records15 22 41 42 44–48 52 70 84 represented 6 programmes.…”

Section: Methodsmentioning

confidence: 99%

Content and outcomes of narrative medicine programmes: a systematic review of the literature through 2019

et al. 2020

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ObjectivesNarrative medicine (NM) incorporates stories into health sciences paradigms as fundamental aspects of the human experience. The aim of this systematic review is to answer the research question: how effective is the implementation and evaluation of NM programmes in academic medicine and health sciences? We documented objectives, content and evaluation outcomes of NM programming to provide recommendations for future narrative-based education.MethodsWe conducted a systematic review of literature published through 2019 using five major databases: PubMed, Embase, PsycINFO, ERIC and MedEdPORTAL. Eligible NM programming included textual analysis/close reading of published literature and creative/reflective writing. Qualifying participants comprised individuals from academic medicine and health sciences disciplines. We reviewed and categorised programme goals, content and evaluation activities to assess participant satisfaction and programme efficacy. Two members of the research team assessed the risk of bias, independently screening records via a two-round, iterative process to reach consensus on eligibility.ResultsOf 1569 original citations identified, we selected 55 unique programmes (described in 61 records). In all, 41 (75%) programmes reported a form of evaluation; evaluation methods lacked consistency. Twenty-two programmes used quantitative evaluation (13 well described), and 33 programmes used qualitative evaluation (27 well described). Well-described quantitative evaluations relied on 32 different measures (7 validated) and showed evidence of high participant satisfaction and pre-post improvement in competencies such as relationship-building, empathy, confidence/personal accomplishment, pedagogical skills and clinical skills. An average of 88.3% of participants agreed or strongly agreed that the programme had positive outcomes. Qualitative evaluation identified high participant satisfaction and improvement in competencies such as relationship-building, empathy, perspective-taking/reflection, resilience and burnout detection/mitigation, confidence/personal accomplishment, narrative competence, and ethical inquiry.ConclusionEvaluation suggests that NM programming leads to high participant satisfaction and positive outcomes across various competencies. We suggest best practices and innovative future directions for programme implementation and evaluation.

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“…One revealed increased empathy between coworkers, between nurse and patient, and for oneself; however, it is unclear how many of the 8 nurse participants noted increased empathy as this data were not reported. 23 The other study included 1 student nurse of 10, who felt increased empathy with a patient after writing a poem as part a required reflective writing course. 24 In conclusion, there is evidence that poetry use, either alone or as part of a NM intervention, may increase empathy as 2 studies suggested an increase in empathy-one with the exclusive use of poetry using a nonvalidated questionnaire for empathy and one qualitative study, with limited sample size and unclear frequency of poetry use, while 2 quantitative studies, with unclear frequency of poetry use, revealed an increase in empathy on several validated surveys.…”

Section: Discussionmentioning

confidence: 99%

“…Postintervention participant responses were perceived to have increased depth. 23 The final qualitative study by Coleman and Willis recruited 10 year 2 to 4 female student nurses (expected recruitment was 20 out of approximately 160 students), from the adult (N ¼ 9) and mental health nursing program at a small university in Scotland to participate in 2 focus groups to explore the use of reflective writing (required in the program) and poetry (optional) in student nursing education; 5 students had submitted poetry as part their studies previously. Themes from the focus groups were identified after independent review by the 2 authors.…”

Section: Qualitative Studiesmentioning

confidence: 99%

Impact of Poetry on Empathy and Professional Burnout of Health-Care Workers: A Systematic Review

et al. 2019

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Background: Narrative medicine (NM) interventions have positively influenced empathy and burnout to varying degrees in health-care workers. We systematically reviewed the impact of poetry, a form of NM, on empathy and professional burnout. Methods: A comprehensive search of Ovid MEDLINE(R) and Epub Ahead of Print, In-Process & Other Non-Indexed Citations, and Daily, Ovid EMBASE, Ovid PsycINFO, Ovid Cochrane Central Register of Controlled Trials, Ovid Cochrane Database of Systematic Reviews, and Scopus, from inception to September 25, 2018, for articles published in English, was conducted using search terms related to NM, empathy, professional burnout, and health-care personnel. Results: Of the 401 abstracts independently screened for inclusion by 2 reviewers, 2 quantitative, 3 qualitative studies, and 1 research letter were included. One research letter, focusing on the use of poetry, found it to increase empathy as measured by a nonvalidated questionnaire. All other studies used mixed NM interventions: 2 quantitative studies, using validated surveys, showed an increase in empathy and 2 qualitative studies showed limited to a prominent finding of increased empathy. There were no studies that used poetry exclusively to assess impact on professional burnout. One quantitative study, utilizing a validated survey, revealed no overall reduced burnout among residents, although high attendance participants had moderately reduced burnout postintervention, and one qualitative study noted limited reduction in burnout. Conclusion: There is evidence that poetry as part of a NM intervention may increase empathy and limited evidence that it may reduce professional burnout among health-care workers.

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Narrative Training as a Method to Promote Nursing Empathy Within a Pediatric Rehabilitation Setting

Cited by 24 publications

References 27 publications

Beyond empathy: a qualitative exploration of arts and humanities in pre-professional (baccalaureate) health education

Beyond empathy: a qualitative exploration of arts and humanities in pre-professional (baccalaureate) health education

Content and outcomes of narrative medicine programmes: a systematic review of the literature through 2019

Impact of Poetry on Empathy and Professional Burnout of Health-Care Workers: A Systematic Review

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