فهرست نشریات علمی دسترسی آزاد ایران

AbstractBackground: The profound impact of empathytrainingonquality nursing care hasbeenrecognized. Studieshaveshownthat therehas been little improvement in nurses’ communication skills, and that they should work to enhance this area. Relevant training willlead to an improvement in nurses’ empathic skills, which in turn, will enable them to understand their patients better, establishpositive interpersonal relationships with them, and boost their professional satisfaction.Objectives: To reveal the effect of empathy training on the empathic skills of nurses.Patients and Methods: This study was conducted as an experimental design. The research sample consisted of 48 nurses workingat the pediatric clinics of Farabi hospital of Karadeniz Technical University in Turkey (N = 83). Two groups, an experimental group(group 1) and a control group (group 2) were determined after questionnaires were supplied to all nurses in the study sample. Atfirst, it was intended to select these groups using a random method. However, since this may have meant that the experimentaland control groups were formed from nurses working in the same service, the two groups were selected from different servicesto avoid possible interaction between them. The nurses in the Group 1 were provided with empathy training through group andcreative drama techniques. Pre-tests and post-tests were conducted on both groups. Data was collected via a questionnaire designedaround the topic “empathic skill scale-ESS”, developed by Dokmen. The Kolmogorov Smirnov test was employed to assess whetherthe measurable data was suitable for normal distribution. Data was presented as numbers and percentage distributions, as meanstandard deviation and Chi-square, and as student t tests and paired t tests. The level of significance was accepted as P < 0.05.Results: The nurses in the experimental group had a mean score of 146.7  38.8 and 169.5  22.1 in the ESS pre-test and post-test,respectively. Although the nurses in the control group had a pre-test mean score of 133.737.1, which increased to 135.151.7 afterthe training, no statistically significant difference was found (P = 0.886). A comparison of the groups indicated that they scoredsimilarly in the pre-test. However, the experimental group scored significantly higher than the control group in the post-test (P =0.270 and P = 0.015, respectively).Conclusions: In the light of these findings, it is recommended that communication skills should be widely included in in-servicetraining programs; similar studies should be conducted on broader control groups formed through randomization; and a comparisonshould be made between the findings.