Nursing, empathy and perception of the moral

Reynolds, William J.; Scott, P. Anne; Austin, Wendy

doi:10.1046/j.1365-2648.2000.01440.x

Cited by 87 publications

(62 citation statements)

References 20 publications

(19 reference statements)

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“…8 Ultimately, the processes which lead to erosion, could be influenced by various factors. Among them is the lack of time, personality type and anxiety towards patients, 12,13 the lack of clinical mentors that can be role models as well, an intimidating educational environment, the perception of contempt, allocation of excessive educational and clinical tasks, and extenuating patients and negativity of the patients themselves, 9 among other possibilities. The scientific community studying empathy accepts the phenomenon of empathic erosion and, as described above, an important part of it indicates that the third year of the course is the turning point of the levels of empathy within the course and they begin to decrease in senior years.…”

Section: Introductionmentioning

confidence: 99%

Reconsidering the ‘Decline’ of Dental Student Empathy within the Course in Latin America

et al. 2017

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Introduction:The controversy over the presence of empathic decline within the course in students of medicine, dentistry and health sciences in general, has not fully been studied. This controversy could be partially solved if massive studies of empathy levels are made in similar cultural, social and economic contexts. Material and Methods:Empathy levels within the course were studied in eighteen dental schools from six countries in Latin America (2013). The mean of the empathy levels were used to study the behavior between first and fifth academic years. The values of empathy levels within the course were observed by applying the Jefferson Scale of Physician Empathy, the Spanish version. All these studies were cross-sectional. The value of means observed, were subjected to regression studies and further adjustment curves were obtained and the coefficient of determination were calculated. Results: Six different models of behavior were observed, which found that five of them suffer empathic decline within the course, but with different final results: in some the decline persists until the fifth academic year and in others, this decline 'recovers' persistently until the fifth academic year. The sixth model is characterized by a constant and persistent increase of levels of empathy within the course until the last academic year. Discussion: There are six different models for the behavior of means of levels of empathy within the course evaluated by a common methodology in eighteen dental schools from six countries of Latin America. These findings support the existence of variability of empathic response and a comprehensive approach is needed to find the causes that give rise to this variability. Conclusion:In dental students of Latin America, there is variability in the behavior of the distribution in means between the academic years of the dentistry schools examined in this study.

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Section: Introductionmentioning

confidence: 99%

Reconsidering the ‘Decline’ of Dental Student Empathy within the Course in Latin America

et al. 2017

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“…It also requires thoughtfulness displayed by nurses. Rather than using linear models of communication (sender-message-receiver) more dynamic models of communication such as [19] may be used and developed locally to reflect how specific core communication skills may be used to influence and development communication within the nurse-client relationship. Their particular focus on the value that simple everyday communication has for clients may provide direction for the provision of increased empathetically driven approaches to client/ family communication.…”

Section: Resultsmentioning

confidence: 99%

“…The view that that the current model of empathy (therapeutic empathy) that is used in nursing developed from counselling psychology and may be inappropriate for nursing. "Emotional empathy" which they define as "the caregiver's intuitive sensing and response to the others plight" [19]. This model recognises that empathetic skills can be first level (reflexive/spontaneous) or second level (learned/controlled) but the responses that nurse use can also be classified as either as nurse-centred or client-centred.…”

Section: Empathymentioning

confidence: 99%

Teaching Communication to Nursing Students: Contemporary Perspectives on Practice

Timmins

McCabe²,

Griffiths³

et al. 2014

J Nurs Care

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Client-centred communication is an integral part of nursing and is the foundation stone for the provision of high quality nursing care. The success and effectiveness of the nurse-client relationship lies in the words and body language that nurses choose to use when providing client care. Increasingly attention is being given to the therapeutic relationship between the nurse and the client, rather than a discrete set of communication skills for given situations, it is proposed that client-centred communication is an integral part of nursing and is the foundation stone for the provision of high quality nursing care. The impetus for this paper arose due to similarities arising between four independent research studies conducted by the authors, and the resultant need to share these key themes as a basis for improving communication teaching to nursing students. The aim of this paper is to present a novel examination of a core aspect of the nursing curriculum across four strands of the profession with a view to eliciting key communication skills that underpin the profession of nursing. This combined approach to understanding communication assisted lecturers to both understand and teach communication skills to three disciplines of nursing. These four conjoint studies demonstrate how the deployment of finely honed communication skills is important in the development of the nurse client relationship and ultimately the achievement of high quality nursing care. The paper further aims are to use the combined results of these four studies to demonstrate important characteristics of nurse/client communication that is relevant and applicable to diverse areas of nursing and ought to be encouraged in teaching practice.

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“…Professionals, without empathic connection with patients, cannot fulfill their fiduciary pledge to them. 3 This, in fact, is what engagement means: "engager" comes from the old French meaning "to pledge". Health professionals pledge to the public (e.g., as a part of professional regulatory legislation) that they will use their specialized knowledge in a trustworthy way.…”

Section: The Relational Ethics Projectmentioning

confidence: 99%

Engagement in contemporary practice: a relational ethics perspective

Austin

2006

Texto contexto - enferm.

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ABSTRACT:The challenges and constraints of meaningful engagement with patients are discussed from a standpoint of relational ethics. If openness to others and to their situation is the beginning of ethics, as is argued by philosophers whose work informs relational ethics, then in health care we must address that openness (or its lack) as it is lived by individual health professionals within the immediacy and complexity of their practice. If, as has been also argued, disengagement is the source of maleficence within healthcare systems, addressing constraints to engagement becomes particularly urgent. RESUMO:Os desafios e restrições da interação significativa com os pacientes são discutidos do ponto de vista da ética relacional. Se a abertura para os outros e sua situação é o início da ética, como argumentado por filósofos cujo trabalho informa a ética relacional, então, no cuidado de saúde, nós devemos lidar com esta abertura (ou sua ausência) assim como vivida pelo indivíduo que é profissional da saúde, dentro das necessidades imediatas e da complexidade de sua prática. Se, como tem sido argumentada, a falta de compromisso é a origem da maleficência nos sistemas de saúde, enfrentar limites ao comprometimento das profissionais de saúde se torna particularmente urgente. RESUMEN:En el presente artículo, los desafíos y restricciones del significado de compromiso con los pacientes son discutidos del punto de vista de la ética relacional. Si la abertura a los otros y su situación es el inicio de la ética, tal como es argumentado por los filósofos vinculados con la ética relacional, entonces, nosotros en el cuidado de salud debemos dirigir esta abertura (o su falta) como siendo vivida por un profesional de la salud dentro de la importancia y de la complejidad de la práctica. Como ha sido argumentado, si la falta de compromiso es el origen de la maleficencia en el sistema de cuidado a la salud, es particularmente urgente establecer límites y comprometerse.

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Nursing, empathy and perception of the moral

Cited by 87 publications

References 20 publications

Reconsidering the ‘Decline’ of Dental Student Empathy within the Course in Latin America

Reconsidering the ‘Decline’ of Dental Student Empathy within the Course in Latin America

Teaching Communication to Nursing Students: Contemporary Perspectives on Practice

Engagement in contemporary practice: a relational ethics perspective

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