Impact of an online psychiatry nursing course teaching supported by the affect theory on students' empathy

doi:10.3760/cma.j.cn115259-20220105-00012

Abstract

Abstract: Objective To evaluate the effectiveness of an online psychiatric nursing course on students' empathy cultivation. Methods A pre-and post-test quasi-experimental study was conducted with the second year nursing 61 students enrolled in 2019 from February to April, 2020. Eight psychiatric nursing cases used for moral education were prepared and three film and television products were selected based on the affect theory. Narrative medical education was employed and affective reflections were reported in this online course. Changes in empathy of the students were checked by pre- and post-test self-reported questionnaires evaluated with Jefferson Scales of Empathy, and statistical analysis of pared-samples t test was employed. Psychiatric employment intentions were also reported using single item questionnaire. The Colaizzi analysis method was applied to analyze the reflective writings. Results A total number of 61 nursing students were enrolled in this online course, among them 68.9%(42/61) reported the employment intentions in psychiatric nursing and 57 students completed questionnaires for both pre- and post-test. Results showed that the training outcomes of empathy was significantly improved [(114.87±13.28) vs. (109.93±13.39), t=5.00, P<0.001]. Two themes regarding the moral improvement of this course were extracted, including field justification and capability improvement. Conclusions The results indicate that curriculum design based was on the affect theory in a form of online course for psychiatric nursing improved empathy and facilitated the employment intention.

Key words: Nursing in psychiatry, Online courses, Affect, Empathy

CLC Number:

R-05

Shan Yawei, Zhou Xuemei, Sun Lianrong, Qi wenwen, Liu Xiao. Impact of an online psychiatry nursing course teaching supported by the affect theory on students' empathy[J]. Chinese Journal of Medical Education, 2022, 42(9): 827-831.

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