Weaving empathy into simulation pedagogy: Nursing simulation faculty barriers and strategies to cultivating empathy in nursing simulation pedagogy
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Abstract
The purpose of this interpretive phenomenological study was to develop a deeper understanding of the strategies and barriers to weaving empathy into simulation pedagogy so stakeholders and educators may be able to develop a blueprint for improving simulation pedagogy and improving empathy levels of nursing students. The conceptual framework that guided this research was the National League of Nursing Jeffries simulation theory (Jeffries, 2016). This investigation used an interpretive phenomenological design consistent with principles originally identified by Heidegger (1927/1962) and a modified hermeneutic analysis further developed by Diekelmann, Allen, and Tanner (1989). Findings from this study indicated that all 14 research participants believed it was important to weave empathy into nursing simulation pedagogy. Strategies identified by the participants to support empathy in simulation pedagogy included cultivating buy-in at many multiple levels, improving the authenticity of the simulation (e.g., using standardized patients or confederates), creating a positive learner-centered environment that is grounded in empathy, utilizing educational and design strategies (e.g., role modeling, reflection, storytelling, and taking the patient’s perspective), training facilitators, scaffolding empathy into the curriculum, and clarifying the concept of empathy. Participants identified several barriers to weaving empathy into simulation pedagogy. These barriers included stakeholders not buying into or valuing empathy, too much content diluting the concept of empathy, resources needed to support weaving empathy being unavailable, facilitators not having proper training, competitive environment clashing with empathy development, participant characteristics limiting empathy development, and the concept of empathy creating confusion. This research also illuminated the need to improve simulation pedagogy and foster empathy in nursing students. Further research opportunities include using different methodologies and exploring different perspectives. In addition, the strategies identified in the present study to cultivate empathy in nursing students could be evaluated to determine their effectiveness.
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 10794014; ProQuest document ID: 2068724524. The author still retains copyright.
Repository Posting Date
2021-10-07T13:56:03Z
Notes
This item has not gone through this repository's peer-review process, but has been accepted by the indicated university or college in partial fulfillment of the requirements for the specified degree.
Type Information
Type | Dissertation |
Acquisition | Proxy-submission |
Review Type | None: Degree-based Submission |
Format | Text-based Document |
Category Information
Evidence Level | Phenomenology |
Research Approach | Qualitative Research |
Keywords | Simulation Learning; Nursing Students; Nursing Educators; Empathy |
Degree Information
Grantor | University of Hartford |
Advisor | Weinholtz, Donn; Case, Karen; Eichar, Sue |
Level | Doctoral-Other |
Year | 2018 |
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