Relationships among Person-Centered Care Competence, Empathy, Mindfulness and Difficulties in Emotional Regulation among Undergraduate Nursing Students

Abstract

Background: This study aimed to identify the relationship between person-centered care competence, empathy, mindfulness, and difficulties in emotional regulation among undergraduate nursing students. Methods: The subjects of this study were 220 undergraduate nursing students from three colleges in Gyeongsangnam-do. Data were analyzed using descriptive statistics, Pearson correlation coefficients, Independent t-test, one-way ANOVA, and Scheff é test with SPSS/WIN 21.0. Results: The mean scores of person-centered care competence, empathy, mindfulness, and difficulties in emotional regulation were 3.82±0.51, 3.48±0.36, 4.17±0.37, 1.46±0.61, respectively. Empathy (r=.33, p ＜ .001) and mindfulness (r=.14, p=.046) were significantly correlated with person-centered care competence. Conclusions: The results indicate that variables related to person-centered care competence are empathy and mindfulness. Therefore, educational programs for increasing person-centered care competence should include strategies that can be developed to promote and sustain empathy and mindfulness among nursing students.