Abstract
Empathy is a desired characteristic in nurses, but its development is often overlooked in nursing simulation. This study evaluated the effect of a storytelling and empathy training intervention to enhance empathy development in simulation-based learning. A quasi-experimental control group design was used to evaluate differences in self-perceived and observed empathy in undergraduate nursing students (N = 71). Relationships between self-perceived and observed empathy were also assessed. Repeated-measures analysis of variance revealed a statistically significant increase in self-perceived empathy, and higher, but nonstatistically significant differences in observed empathy for subjects in the treatment condition. No relationship between self-perceived and observed empathy was observed. Storytelling and empathy training may augment simulation-based learning experiences to promote empathy development in undergraduate nursing students.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
