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Effect of Storytelling and Empathy Training to Support Affective Learning in Undergraduate Nursing Students
Michele Livich Roberts1, Tresa Kaur
1Assistant Professor (Dr Roberts), School of Nursing, Rutgers University, Newark, New Jersey; and Endowed Assistant Professor (Dr Kaur), College of Nursing, Villanova University, Villanova, Pennsylvania.
Background:
Empathy is a desired characteristic in nurses, but its development is often overlooked in nursing simulation.
Purpose:
This study evaluated the effect of a storytelling and empathy training intervention to enhance empathy development in simulation-based learning.
Methods:
A quasi-experimental control group design was used to evaluate differences in self-perceived and observed empathy in undergraduate nursing students (N = 71). Relationships between self-perceived and observed empathy were also assessed.
Results:
Repeated-measures analysis of variance revealed a statistically significant increase in self-perceived empathy, and higher, but nonstatistically significant differences in observed empathy for subjects in the treatment condition. No relationship between self-perceived and observed empathy was observed.
Conclusions:
Storytelling and empathy training may augment simulation-based learning experiences to promote empathy development in undergraduate nursing students.
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