Impact of empathy interventions on cognitive, affective, and behavioral empathy in nursing students: a systematic literature review
Artikel-Kategorie: Original article
Online veröffentlicht: 11. Juni 2025
Seitenbereich: 185 - 194
Eingereicht: 04. Nov. 2023
Akzeptiert: 04. Aug. 2024
DOI: https://doi.org/10.2478/fon-2025-0020
Schlüsselwörter
© 2025 Atikah Ainun Mufidah et al., published by Sciendo
This work is licensed under the Creative Commons Attribution 4.0 International License.
Figure 1.
Characteristics of included studies and the educational outcomes for empathy_
| Study | Aim/design | Participant | Intervention | Measurement | Result |
|---|---|---|---|---|---|
| Gür and Yilmaz (2020) |
Undergraduate nursing students at the faculty of health sciences | MBET | DIF JSENS ADAS |
Following the training, there was a significant increase in student empathy. There was no significant difference in student age discrimination after training. The Negative Discrimination Towards Elderly subscale, on the other hand, shows a significant difference |
|
| Yang et al. (2022) | Undergraduate nursing internship students | Structured EEM based on Delphi Technique | Demographic Questionnaire The JSE-HPs |
After participating in the program, students’ empathy increased significantly. There was a significant increase in three empathy subscales: |
|
| Arrogante et al. (2022) |
Undergraduate nursing students | HFS training | KAOP JSE-HPS version |
After participating in the program, students’ empathy and attitudes toward older people improved significantly. There was a significant increase in three empathy subscales: perspective taking, compassionate care, and standing in the patient’s shoes. According to dimensional analysis, the perspective taking dimension had the largest effect size, the compassionate care dimension had a low effect size, and standing in the patient’s shoes dimension had a medium effect size |
|
| Ding et al. (2020) |
Pediatric nursing students | KSS module | JSE-HPS version CCCS PIS |
After training, there was a significant increase in empathy in the experimental group, indicating the effectiveness of SSC training toward empathy | |
| Peng et al. (2020) | Undergraduate nursing students | Watch a movie called Still Alice and VDT simulation | Jefferson Scale of Empathy-Health Professional Students (Chinese version) Semi-structured interviews |
Students’ empathy increases after watching movies and participating in the VDT simulation | |
| Heidke et al. (2018) | Undergraduate nursing students | Redesign learning to include the voices and perspectives of various patients from various population groups. | KCES | Following the given learning design resulted in an increase in empathy levels | |
| Cingol et al. (2021) | Undergraduate nursing students | INC | ESS–B | There was no significant difference in students’ levels of empathy or cultural sensitivity after the intervention | |
| Ayed et al. (2021) | Undergraduate nursing students | HFS | Self-Consciousness Scaled Revised KCES Patient Practitioner Orientation Scale Demographic data questionnaire |
After participating in the intervention program, there was a significant increase in self-awareness, empathy, and PCC | |
| Shao et al. (2018) |
NICU nurses | Simulation-based empathic communication training | Participants’ Satisfaction Questionnaire Confidence Questionnaire Attitude Questionnaire Jefferson Physician Empathy Scale Global Rating Scale |
Nurses’ understanding of empathy improved. After attending training, nurses’ empathic communication skills improved | |
| Lee et al. (2018) |
Undergraduate nursing students | Situated teaching program (based on experiential learning) | JSE-HPS version OSCE |
There was a significant increase in students’ empathy after participating in the program, both subjectively (based on self-report) and objectively (objective empathy) (assessed by selected lecturers and patients) |
Descriptive data_
| Variables | Number of studies | ||||
|---|---|---|---|---|---|
| Experimental | 1 | ||||
| Quasi-experimental | 9 | ||||
| Undergraduate nursing student | 8 | ||||
| Pediatric nursing student | 1 | ||||
| Nurse | 1 | ||||
| Turkey | 2 | ||||
| China | 5 | ||||
| Spain | 1 | ||||
| Australia | 1 | ||||
| Palestine | 1 | ||||
| JSENS | 1 | ||||
| JSE-HPs | 1 | ||||
| JSE-HPS version | 4 | ||||
| Jefferson Physician Empathy Scale | 1 | ||||
| KCES | 2 | ||||
| ESS–B | 1 | ||||