Promoting empathy through immersive learning

Abstract

Objective: This paper reports on a mixed methods study to explore the use of immersive learning with a convenience sample of healthcare students (seven of Mental Health Nursing and twelve of Occupational therapy) in promoting empathy. Two immersive learning scenarios were created using real life stories of the symptoms experienced by people with psychosis and sufferers of Post Traumatic Stress Disorder (PTSD). Methods: Data were collected using a mixed methods approach: quantatively, using a pre and post test measure using two previously validated tools together with qualitative reflections related to the immersive learning experience. Results: The quantitative aspect of the study demonstrated that the immersive experience solidified the already positive attitude that the participants had towards mental health and to empathy. The qualitative findings demonstrate that immersive learning brought an awareness of being empathic to the fore. Conclusions: The findings provide evidence regarding the impact of immersive learning as a pedagogical approach. The experience provided students with an opportunity to embody people with mental illness, and students were able to consider their own future practice in relation to people experiencing auditory and visual hallucinations and flashbacks associated with PTSD.

Universal design and empathic design for engineers

“…Sweeney and Baker [31] and Berliner and Masterson [32] discuss the importance of empathy in patient-centered care and suggest that video-based teaching is educational interventions and mentioned that, when these occur at early childhood, they can be especially effective. Roberts et al [33] found that immersive learning scenarios can enhance empathy in healthcare students. Crandall and Marion [34] emphasizes the importance of identifying attitudes towards empathy and suggests that empathy can be taught and assessed as a cognitive skill.…”

Ervaringsleren in verpleeghuiszorgorganisaties

“…Ervaringsleren lijkt een relevante manier om dit dieper leren te stimuleren. Zo toont onderzoek onder zorgprofessionals (in opleiding) aan dat het ervaren van een rolwisseling als cliënt bijdraagt aan persoonlijke reflectie, ethische reflectie en empathisch vermogen [13][14][15]. Ervaringsleren wordt in verband gebracht met de morele vorming van zorgprofessionals en is voor zorgprofessionals een aansprekende leerstrategie gebleken [16,17].…”

Early identification of wound infection: understanding wound odour

“…Clinical simulation, particularly digital-technology-aided simulation, is becoming increasingly important in nurse education providing the potential for learners to take on both the role of the nurse or the patient 24 and may provide a useful mechanism to investigate how students learn to recognise odours associated with wound infection. Early tentative results suggest that simulation can be effective in promoting empathy 26 . It is anticipated that through preparation of students for the real world of malodorous wounds there will be an earlier identification of infection, patients quality of life will be enhanced, as students will be prepared to manage odours and the potential disgust associated with malodorous wound will be reduced.…”