Juniarta, Ni Gusti Ayu Eka, Yenni Ferawati Sitanggang
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引用次数: 0
摘要
目的：移情对护理专业学生的教育进展至关重要。迄今为止，很少有综述性研究探讨护理专业学生的移情问题。本综述探讨了护生的移情问题，包括如何促进移情、促成移情的因素以及对移情的评估。设计：研究对象包括护理专业本科生。关注的概念是与护理专业学生相关的移情。背景是本科护理专业。符合条件的研究包括定量、定性和混合方法研究。研究方案已在开放科学框架（OSF）中注册。评审方法：乔安娜-布里格斯研究所审稿人手册》为本范围综述协议提供了指导。使用 MEDLINE with Full text (EBSCO)、Scopus、ScienceDirect (Elsevier) 和 PubMed 进行电子数据库检索。研究结果通过描述性统计和主题分析进行了分析。研究结果共纳入 94 篇文章进行分析。出现了三大主题：(1) 促进移情的方法，(2) 促成移情的因素，(3) 对移情的评价。结论：在护理工作中培养移情能力的方式多种多样，因此有必要将其纳入护理课程。移情与个人特征之间的关系也存在争议。这一发现突出表明，需要考虑到这些个人特征，开展更有效的促进移情的教育培训。
Purpose: Empathy is essential for nursing students as they progress through their education. To date, few review studies explored empathy in nursing students. This review examined empathy in nursing students, including how to promote empathy, factors contributing to empathy, and the evaluation of empathy. Design: The eligible population included undergraduate nursing students. The concept of interest was empathy related to nursing students. The context was undergraduate nursing programs. Eligible studies included quantitative, qualitative, and mixed-method studies. The protocol was registered in Open Science Framework (OSF). Review Methods: Joanna Briggs Institute Reviewers' Manual guided this scoping review protocol. MEDLINE with Full text (EBSCO), Scopus, ScienceDirect (Elsevier), and PubMed were used for the electronic database search. The findings were analyzed with descriptive statistics and thematic analysis. Findings: A total of 94 articles were included for analysis. Three main themes emerged: (1) approaches to promoting empathy, (2) contributing factors to empathy, and (3) evaluation of empathy. Conclusions: Empathy is cultivated in nursing in numerous ways, highlighting the need to incorporate it into the nursing curriculum. There is also controversy regarding the relationship between empathy and individual characteristics. This finding highlights the need for more effective empathy-promoting educational training that considers these personal characteristics.
期刊介绍：
Manuscripts are solicited that deal with the processes of knowledge development and application including research, concept analysis and theory development, practical applications of research and theory, clinical case studies and analysis, practice applications in general, educational approaches and evaluation, and aesthetic expressions of holistic knowledge. While the journal seeks to support work grounded in evidence, the editorial philosophy suggests that there are many diverse sources of “evidence” beyond the realm of what is called “empirical” and that many methods are appropriate for discovering evidence and generating knowledge.
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