Cultivating empathy and reflective practice through communication training: Design and feasibility of a narrative medicine-based intervention with nursing students in Hong Kong

Abstract

Background

Empathy is essential for patient-centered nursing care, yet consensus on effective teaching methods remains limited.

Aim

This article presents an overview of the design, implementation, and evaluation of a narrative medicine-based teaching intervention that aimed to enhance nursing students’ awareness of communication associated with expressions and perceptions of empathy as a multidimensional construct.

Methods

Six nursing students enrolled at a public university in Hong Kong participated in a 4-week intervention that consisted of three sequential activities (reflective writing, point-of-view exercises, and simulation role play) aligned with Kolb’s experiential learning cycle, targeting affective, cognitive, and behavioral dimensions of empathy.

Results

Findings indicated that the sequential narrative medicine-based activities developed participants’ awareness and understanding of empathy. Students reported that the structured reflective exercises encouraged deeper reflection and greater consideration of patients’ perspectives within communication practices.

Conclusion

The findings of this exploratory study suggest that theoretically grounded, narrative-based interventions can support students’ awareness of empathy and integrate reflective and communication-focused activities into nursing education curricula.