The effect of a disability-friendly nursing education program based on story theory on nursing students' empathic tendencies and perceptions of competence in providing care: A mixed methods study

IF 3.6 2区医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Nurse Education Today Pub Date : 2025-03-31 DOI:10.1016/j.nedt.2025.106724

Güven Soner , İlknur Aydin Avci

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引用次数: 0

Abstract

Background

Existing literature highlights the need for educational programs that enhance nursing students' knowledge, foster empathic tendencies, and strengthen their perceived competence in providing care to persons with disabilities.

Objectives

This research aims to evaluate the impact of the Disability-Friendly Nursing Education Program, grounded in Liehr and Smith's (2018) Story Theory, on nursing students' empathic tendencies and their perceptions of competence in caring for persons with disabilities.

Design

This study employed a multi-stage evaluation design, incorporating both quantitative and qualitative methods within a mixed-methods framework.

Settings

The study was conducted in the nursing program at a state university in Türkiye.

Methods

The quantitative dimension of this study is an intervention study organized according to a randomized controlled single-blind pre-test-post-test trial model. In the qualitative dimension of the study, phenomenological focus group interviews were conducted.

Participants

The study population comprised 122 fourth-year undergraduate nursing students.

Results

The post-intervention mean total scores on the Empathic Tendency Scale were higher in the experimental group than in the control group. The qualitative data analysis revealed key themes such as “Contribution to Knowledge Level,” “Contribution to Affective Domain,” and “Contribution to Practice Process”.

Conclusion

The DIFNEP effectively enhanced nursing students' empathic tendencies and their perceived competence in caring for persons with disabilities, as evidenced by both quantitative and qualitative findings.

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背景现有文献强调，有必要制定教育计划，以提高护理专业学生的知识水平、培养移情倾向并增强他们在为残障人士提供护理时的感知能力。研究目的本研究旨在评估以Liehr和Smith（2018）的故事理论为基础的残障友好护理教育计划对护理专业学生的移情倾向和他们在护理残障人士时的感知能力的影响。设计本研究采用了多阶段评估设计，在混合方法框架内纳入了定量和定性方法。方法本研究的定量维度是一项干预研究，按照随机对照单盲前测-后测试验模式组织。结果实验组干预后移情倾向量表的平均总分高于对照组。定性数据分析揭示了 "对知识水平的贡献"、"对情感领域的贡献 "和 "对实践过程的贡献 "等关键主题。结论DIFNEP有效地提高了护理专业学生的移情倾向和护理残疾人的能力，定量和定性研究结果均证明了这一点。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Nurse Education Today 医学-护理

CiteScore

6.90

自引率

12.80%

发文量

349

审稿时长

58 days

期刊介绍： Nurse Education Today is the leading international journal providing a forum for the publication of high quality original research, review and debate in the discussion of nursing, midwifery and interprofessional health care education, publishing papers which contribute to the advancement of educational theory and pedagogy that support the evidence-based practice for educationalists worldwide. The journal stimulates and values critical scholarly debate on issues that have strategic relevance for leaders of health care education. The journal publishes the highest quality scholarly contributions reflecting the diversity of people, health and education systems worldwide, by publishing research that employs rigorous methodology as well as by publishing papers that highlight the theoretical underpinnings of education and systems globally. The journal will publish papers that show depth, rigour, originality and high standards of presentation, in particular, work that is original, analytical and constructively critical of both previous work and current initiatives. Authors are invited to submit original research, systematic and scholarly reviews, and critical papers which will stimulate debate on research, policy, theory or philosophy of nursing and related health care education, and which will meet and develop the journal''s high academic and ethical standards.