Students' perceptions of interventions designed to foster empathy: An integrative review

• Published in: Nurse education today 2020-03, Vol.86, p.104325-104325, Article 104325
• Main Author: Engbers, Ruth A.
• Format: Article
• Language: English
• Subjects: Education; Empathy; Experiential learning; Intervention; Nursing; Nursing care; Nursing education; Nursing Students; Perceptions; Qualitative; Simulation; Student attitudes; Students; Teachers
• ISSN: 0260-6917; 1532-2793
• DOI: 10.1016/j.nedt.2019.104325

Empathy is assumed to be an important element of nursing care, and nursing educators are attempting to find ways to effectively foster empathy in their students. The purpose of this review is to gain a deeper grasp of what undergraduate nursing students are learning from interventions educators have designed to cultivate empathy by synthesizing qualitative data. Utilizing the review methodology proposed by Whittemore and Knafl, a survey of the CINAHL, Web of Science, PubMed, and PsychINFO databases was undertaken to answer the question: What are undergraduate nursing students' perceptions of interventions designed to foster empathy? A thematic synthesis of the students' perceptions from the 17 articles meeting inclusion criteria revealed five themes: Understanding the other's experience, embodying the other's experience, becoming aware of self, informing the role of the nurse, and learning or transforming. Although additional conceptual work remains to create a coherent, complete, and parsimonious definition of empathy, the results indicate that the students are gaining many of the facets assumed to be part of the concept of empathy through these educational interventions. Immersive simulations that put students in the role of the “other” were particularly impactful, especially if they created a disorienting dilemma followed by guided reflection. These findings can help nursing educators tailor their interventions for their specific intended learning outcomes.