Effect of Storytelling and Empathy Training to Support Affective Learning in Undergraduate Nursing Students
Michele Livich Roberts, Tresa Kaur
Abstract
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.