Relationships among active listening, self-awareness, empathy, and patient-centered care in associate and baccalaureate degree nursing students

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http://hdl.handle.net/10755/20500
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Author(s)
Haley, Brandy;
Heo, Seongkum;
Wright, Patricia;
Barone, Claudia;
Rettiganti, Mallikarjuna Rao;
Anders, Michael E.
Author Details
Brandy M. Haley, PhD, RN (a); Seongkum Heo (b); Patricia Wright (b); Mallikarjuna Rao Rettiganti (c); Michael Anders (c) - (a) University of Arkansas at Monticello, School of Nursing, PO Box 3606, USA; (b) University of Arkansas for Medical Sciences, College of Nursing, 4301 West Markham Street, Slot 529, Little Rock, AR 72205, USA; (c) University of Arkansas for Medical Sciences, 4301 West Markham Street, Slot 529, Little Rock, AR 72205, USA
Lead Author Sigma Affiliation
Gamma Xi
Lead Author Affiliation
University of Arkansas at Monticello, Monticello, Arkansas, USA
Original Publisher
Elsevier
Date of Publication
2017
Version of Publication
Publisher’s Version

Abstract
The purpose of this research was to examine the relationships among active listening, self-awareness, empathy, and patient-centered care in nursing students.
Acquisition Type
Indexed from External Source (Per Rights Granted in Creative Commons License)
Review Type
External Review: Previously Published Material
Repository Posting Date
2020-03-30T19:17:45Z
Notes
This work appears in the Sigma Repository pursuant to a Creative Commons Attribution 4.0 International License attached to the work upon its publication in the journal acknowledged in this record. Please refer to the attached license (the icon at the bottom of this entry) for further information and terms. All terms of the license have been followed. There are no changes in this article from the original posting.
Type
Article
Format
Text-based Document
Level of Evidence
Cross-Sectional
Research Approach
Quantitative Research
Keywords
Nursing Students;
Active Listening;
Self-awareness;
Empathy;
Patient-centered Care
DOI Identifier
http://dx.doi.org/10.1016/j.npls.2017.05.001
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
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