Using Empathetic CAre and REsponse (ECARE) in improving empathy and confidence among nursing and medical students when managing dangerous, aggressive and violent patients in the clinical setting

Goh, Yong‐Shian; Seetoh, Yu-Ting Michelle; Chng, Mui-Lee; Ong, Siang Loong; Li, Ziqiang; Hu, Yanan; Ho, Chun-Man Roger; Ho, Su Hui Cyrus

doi:10.1016/j.nedt.2020.104591

Cited by 8 publications

(12 citation statements)

References 37 publications

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“…However, the rating is modest overall (3.2 out of 5), suggesting that the confidence remains proportional to the role and skill level of a medical student. Prior studies have shown similar improvement in confidence following in-person simulations [6][7][8]. However, this is the first to the authors' knowledge to replicate an improvement in confidence utilizing virtual simulation.…”

Section: Implications Of the Educational Interventionmentioning

confidence: 50%

“…Formal training in behavioral emergencies is not standardized, particularly for medical students, and few targeted educational interventions have been studied. The limited literature available has shown that simulations are effective at improving confidence and competence among students and trainees [6][7][8][9]. In particular, simulated patient encounters involving agitated individuals can foster teamwork and help learners address the safety of both patients and staff [9,10].…”

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confidence: 99%

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Impact of a Virtual Simulation-Based Educational Module on Managing Agitation for Medical Students

et al. 2021

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Section: Implications Of the Educational Interventionmentioning

confidence: 50%

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confidence: 99%

Impact of a Virtual Simulation-Based Educational Module on Managing Agitation for Medical Students

et al. 2021

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“…Of these four articles, the results showed no significant change in empathy for two quantitative articles 47,48 and the other two were qualitative research 49,81 . A majority of the interventions (60%; n = 26) were implemented over a span of time 37,60–80,83–86 as compared with studies that suggested a one‐off intervention (30%; n = 12) 38,50–59,82 . 16 (38%) 61–74,83,84 of the 26 papers which the interventions which were implemented over a span of time indicated increased in empathy score after the intervention.…”

Section: Resultsmentioning

confidence: 96%

“…A total of 44 articles (38 undergraduate and six postgraduate) 11,37,38,47–87 were reviewed. Interventions related to empathy have placed a higher emphasis on undergraduate as compared with postgraduate education.…”

Section: Resultsmentioning

confidence: 99%

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Empathy in health professions education: What works, gaps and areas for improvement

et al. 2022

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Introduction: Developing a physician equipped with both technical and affective skills is crucial in ensuring quality patient care. Of these skills, nurturing empathy is a key skill that has been studied in great detail, particularly among medical undergraduates. Despite numerous studies trending the changes in empathy, the results are often contradictory or confusing. Our study aims to find what interventions are effective to inculcate empathy in both undergraduate and postgraduate medical education and suggest areas for improvement. Methods: A narrative review was conducted on the interventions in nurturing empathy in undergraduate and postgraduate medical education. Original research articles and systematic reviews with clear interventions and outcomes were included in the study. Results: A total of 44 articles were reviewed. About 44% (n = 18) of the studies used a mixture of different approaches as their interventions. Some interventions were anchored by specific topics: Seven papers focusing on communication skills, three papers on humanities, and three on arts. A majority of the interventions (60%; n = 26) were implemented over a span of time as compared to studies which suggested a one-off intervention (30%; n = 12). Of the 26 papers in which the interventions were enforced over a period of time, 62% (n = 16) indicated an increase in student empathy whereas 16% (n = 4) indicated no changes in empathy post-intervention. On the contrary, 50% (n = 6) of the one-off interventions revealed no significant change in student empathy. Jefferson Scale of Empathy (JSE) is widely used in measuring student empathy postintervention, but approximately 41% of the studies included measuring tools other than JSE.Conclusions: Pedagogical methods that invoke thought processes related to the affective domain of learning and experiential learning are more effective than the didactic methods of teaching and learning. Multimodal mixed-methods approach that combine different pedagogical interventions is more likely to bring about the desired results. | INTRODUCTIONPast research has established the importance of empathy in the practice of medicine. Within the health care context, it has been widely acknowledged that the ability to empathise leads to better health outcomes for patients. [1][2][3] Studies have further illustrated that the empathetic relationship forged with patients strengthens the adherence to individualised therapeutic plans, improved patient satisfaction, and

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A comparison of aggression between patients with acute schizophrenia and mania presenting to psychiatric emergency services

Pan

Xie

Tang

et al. 2022

Journal of Affective Disorders

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Using Empathetic CAre and REsponse (ECARE) in improving empathy and confidence among nursing and medical students when managing dangerous, aggressive and violent patients in the clinical setting

Cited by 8 publications

References 37 publications

Impact of a Virtual Simulation-Based Educational Module on Managing Agitation for Medical Students

Impact of a Virtual Simulation-Based Educational Module on Managing Agitation for Medical Students

Empathy in health professions education: What works, gaps and areas for improvement

A comparison of aggression between patients with acute schizophrenia and mania presenting to psychiatric emergency services

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