Practice of peer education mode on enhancing empathy ability of nurses

Abstract

Objective To explore the practice and effect of peer education in improving the empathic ability of in-service nurses. Methods A total of 122 in-service nurses at a tertiary hospital scoring below 60% in empathy ability, were randomly divided into a control group and a research group by data table method. The nurses in the control group received theoretical training in empathy, and the nurses in the research group participated in peer-educated periodic empathy training activities. The Chinese version of interpersonal response index scale (IRI-C), nurses′ humanistic care quality table, general self-efficacy scale were used before and after intervention. Results Before the intervention, the scores of the two groups of Chinese version of interpersonal response index scale (IRI-C), perspective-taking (PT), Fantasies (FS), empathic concern (EC) and Personal Distress (PD) were not statistically significant (P>0.05). After intervention, the scores of the two groups of Chinese version of interpersonal response index scale (IRI-C), Fantasies (FS) and Personal Distress (PD) scores in the research group were all higher than those in the control group (P 0.05). The total score and personal pain (PD) dimensions of the Chinese version of interpersonal response index scale (IRI-C) were significantly higher than those before the intervention (P<0.01). The total score of nurses′ humanistic care quality, the score of humanistic care ability and humanistic care perception were all higher than those before intervention in the study group (P<0.05), and differences are statistically significant. Conclusions The practice of peer-education empathy training can effectively improve the empathy and humanistic care quality of the in-service nurses, and improve the nursing service level. Key words: Peer education; Nurses; Empathy ability; Practice