Enhancing Empathy in Undergraduate Nursing Students: An Experiential Ostomate Simulation

Abstract

AIM The aim of this study was to implement and evaluate an experiential learning simulation created to enhance nursing students’ empathy during patient care encounters. BACKGROUND The investigators proposed that an ostomy simulation experience would be an efficient method for providing this educational content. METHOD Content analysis was conducted on essays using Krippendorff's technique to quantify the simulation. RESULTS Each unit of measure, or paper, contained between 1 to 14 empathic comments. Of the total sample, 22.8 percent had three or five empathic comments; 10 percent had four, and 9 percent had six or more comments per paper. Eighty‐five percent of participants felt this simulation experience was beneficial for enhancing empathy in clinical practice. CONCLUSION The assignment was an effective, objective method that utilized simulation to teach empathy to baccalaureate nursing students.