Nursing assistance and Jean Watson: a reflection on empathy

Savieto, Roberta Maria; Leão, Eliseth Ribeiro

doi:10.5935/1414-8145.20160026

Cited by 48 publications

(46 citation statements)

References 14 publications

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“…In their narratives, it was observed the importance they give to the teaching of theories as scientific contribution to their actions. This perception of the participants is in line with the results of other studies, with this research as a motto (4,5,13) . All participants reported that, even if only superficially, at some point in their professional training, they had contact with at least one nursing theory.…”

Section: Discussionsupporting

confidence: 92%

“…They allow to reveal the nuances and tendencies of this area of knowledge, emphasizing its importance as a discipline or cross-sectional content in undergraduate and postgraduate nursing courses (1)(2) . Studies that address the performance of nurses' activities based on a certain theory have already been conducted (3)(4)(5) ; however, there is a lack of scientific production regarding theories in the nursing training process (6)(7) . This gap is reinforced when considering that many studies on theories are researches of review, reflection of professionals, and applicability of a specific theory in nursing practice (6,8) .…”

Section: Introductionmentioning

confidence: 99%

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Nursing theories in professional training and practice: perception of postgraduate nursing students

Merino¹,

Silva²,

Carvalho³

et al. 2018

Rev Rene

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Objective: to analyze the perception of postgraduate students about nursing theories in professional training and practice. Methods: it was a qualitative research with 22 students enrolled in the Theoretical Foundations of Nursing Care class of a postgraduate nursing course. Results: the lack of teaching of nursing theories at the undergraduate level and the need to insert this object of study in the curricula of the courses were verified, since they support and guide nurses' actions, corroborating the relationship between theory and practice. The theories conferred scientific thinking and added value to professional performance, ensuring quality and recognition to the profession. Conclusion: the contact with the theories in undergraduate studies is limited and resuming the thematic in postgraduation is indicated as opportune. In the perception of the postgraduate students, the knowledge on nursing theories allows professionals to extract their essence, scientifically strengthen their practice and, thus, recognize them as work guidelines. Descriptors: Education, Higher; Education, Nursing, Graduate; Nursing Theory; Nursing Education Research.Objetivo: analisar a percepção de pós-graduandos acerca das teorias de enfermagem na formação e na prática profissional. Métodos: pesquisa qualitativa, com 22 alunos matriculados na disciplina Fundamentos Teóricos do Cuidado em Enfermagem de um curso de pós-graduação em enfermagem. Resultados: evidenciaram-se a carência do ensino das teorias de enfermagem na graduação e a necessidade de inserção deste objeto de estudo nos currículos dos cursos, uma vez que elas sustentam e norteiam as ações do enfermeiro, respaldando a relação entre teoria e prática. As teorias conferiram pensamento científico e agregaram valor ao fazer profissional, assegurando qualidade e reconhecimento à profissão. Conclusão: o contato com as teorias na graduação é limitado, e a retomada da temática na pós-graduação é apontada como oportuna. Na percepção dos pós-graduandos, o conhecimento das teorias de enfermagem permite ao profissional extrair sua essência, fortalecer cientificamente sua prática e, assim, reconhecê-las como norteadoras do trabalho.

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Section: Discussionsupporting

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Nursing theories in professional training and practice: perception of postgraduate nursing students

Merino¹,

Silva²,

Carvalho³

et al. 2018

Rev Rene

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“…[2][3] It consists of interpersonal relationships based on respect, reciprocity with the objective of helping, which in the assistance contributes to resolutive care, improves self-knowledge, increases self-care capacity, reduces anxiety and stress, and provides balance between environment and individuals. [4][5][6] Empathy is a socially learned skill and contributes to the formation of the bond between the user and the nursing professional, who, because of dedication to the well-being of human beings, is also characterized as a profession of help. [3][4][5][6][7] It is necessary in the urgency and emergency services, which by their nature are very complex and require fast resolution.…”

Section: Introductionmentioning

confidence: 99%

Nurses’ Empathy in an Emergency Hospital Service

Albuquerque

Souza

Maynart

et al. 2019

Texto contexto - enferm.

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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.

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“…Empathy, understood as the ability to see things from the perspective of the other, along with attention to care needs, consist of strategies to bring out the sensitivity of the student. For the training of nurses with technical and relational qualities, it is necessary to offer subsidies that enable them to put themselves on the other's shoe (21) . Boosting empathy requires more than a theoretical and practical knowledge of the professor, that is, it requires the internalization of moral values, the search for moral competence to understand what is going on with the other, putting oneself in the others' shoe to "feel" with the same intensity their needs (8) .…”

Section: Discussionmentioning

confidence: 99%

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

et al. 2018

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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...

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Nursing assistance and Jean Watson: a reflection on empathy

Cited by 48 publications

References 14 publications

Nursing theories in professional training and practice: perception of postgraduate nursing students

Nursing theories in professional training and practice: perception of postgraduate nursing students

Nurses’ Empathy in an Emergency Hospital Service

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

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