Evaluating the Effectiveness of Empathy-Based Education in Undergraduate Nursing: A Scoping Review

• Published in: The Journal of nursing education 2024-06, Vol.63 (6), p.367-371
• Main Authors: Peisachovich, Eva Hava, Sombilon, Elizabeth V, Grant, Naida, Ladha, Nureen, Silva, Celina Da
• Format: Article
• Language: English
• Subjects: Colleges & universities; Curricula; Curriculum; Education, Nursing, Baccalaureate; Educational Environment; Empathy; Experiential Learning; Humans; Nursing education; Nursing Education Research; Nursing Students; Outcomes of Education; Problem-Based Learning; Students; Students, Nursing - psychology; Teaching Methods
• ISSN: 0148-4834; 1938-2421; 1938-2421
• DOI: 10.3928/01484834-20240404-01

Empathy is an essential trait in nursing practice that improves the quality of patient care. Nursing curricula that incorporate empathy-based experiential learning (i.e., hands-on educational experiences and reflections designed to foster and develop emotional intelligence) promote students' self-awareness and confidence when providing care to patients. This scoping review examined studies that explored the effects of educational interventions on the development of empathy in undergraduate nursing students. Searches were conducted in MEDLINE using keywords related to nursing education and translated into CINAHL, EMBASE, and ERIC databases. A total of 6,238 studies were identified. After duplicate and unrelated articles were excluded, 18 publications were considered for this review. Sixteen studies concluded empathy interventions were effective, five indicated the need for further research, and two implicated a need for standardization in empathy-evaluation tools. This review endorses the effectiveness of educational interventions and supports their implementation to promote empathy in undergraduate nursing students. .