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At least 19 recordsLinked to original sources
PubMed2004

The consultation and relational empathy (CARE) measure: development and preliminary validation and reliability of an empathy-based consultation process measure.

BACKGROUND: Empathy is a key aspect of the clinical encounter but there is a lack of patient-assessed measures suitable for general clinical settings. OBJECTIVES: Our aim was to develop a consultation process measure based on a broad definition of empathy, which is meaningful to patients irrespective of their socio-economic background. METHODS: Qualitative and quantitative approaches were used to develop and validate the new measure, which we have called the consultation and relational empathy (CARE) measure. Concurrent validity was assessed by correlational analysis against other validated measures in a series of three pilot studies in general practice (in areas of high or low socio-economic deprivation). Face and content validity was investigated by 43 interviews with patients from both types of areas, and by feedback from GPs and expert researchers in the field. RESULTS: The initial version of the new measure (pilot 1; high deprivation practice) correlated strongly (r = 0.85) with the Reynolds empathy measure (RES) and the Barrett-Lennard empathy subscale (BLESS) (r = 0.63), but had a highly skewed distribution (skew -1.879, kurtosis 3.563). Statistical analysis, and feedback from the 20 patients interviewed, the GPs and the expert researchers, led to a number of modifications. The revised, second version of the CARE measure, tested in an area of low deprivation (pilot 2) also correlated strongly with the established empathy measures (r = 0.84 versus RES and r = 0.77 versus BLESS) but had a less skewed distribution (skew -0.634, kurtosis -0.067). Internal reliability of the revised version was high (Cronbach's alpha 0.92). Patient feedback at interview (n = 13) led to only minor modification. The final version of the CARE measure, tested in pilot 3 (high deprivation practice) confirmed the validation with the other empathy measures (r = 0.85 versus RES and r = 0.84 versus BLESS) and the face validity (feedback from 10 patients). CONCLUSIONS: These preliminary results support the validity and reliability of the CARE measure as a tool for measuring patients' perceptions of relational empathy in the consultation.

Adult↗
PubMed2005

Valuing empathy and emotional intelligence in health leadership: a study of empathy, leadership behaviour and outcome effectiveness.

This article examines the relationship between health managers' self-assessed empathy, their leadership behaviours as rated by their staff, and staff's personal ratings on a range of work satisfaction and related outcome measures. Empathy was conceived of as four distinct but related individual dispositions, namely empathic concern (EC), perspective taking (PT), personal distress (PD) and empathic matching (EM). Results showed three empathy scales (EC, PT and EM) were, as postulated, positively related to transformational behaviour (inspiring followers to achieve more than expected). The same three measures, also as expected, showed no relationship to transactional behaviour (motivating followers to achieve expected results) and were negatively associated with laissez-faire leadership (an absence of leadership style). Relationships between empathy scales and outcome measures were selective and moderate in size. Strongest empathy association was evident between the PT scale and most outcome measures. Conversely, the extra effort outcome appeared most sensitive to the range of empathy scales. Where significant relationships did exist between empathy and outcome, leadership behaviour was in all cases a perfect mediator. Whilst not denying the smaller dispositional effects on leadership outcomes, leadership behaviour itself, rather than individual traits such as empathy, appear to be major influencing factors in leadership effectiveness.

Adult↗
PubMed1999

On the phenomenology of empathy in nursing: empathy or sympathy?

In her recent phenomenological study Baillie attempted to describe the essential structure of empathy in surgical nursing. The study is important in that it utilizes a qualitative research method to investigate the phenomena of empathy, in contrast to previous quantitative studies. Although the phenomenological approach is clearly identified and ascribed to Husserl as the founder of the phenomenological movement, as well as utilizing the peculiarly Husserlian notion of bracketing, or epoché, in an attempt to describe the essence (another Husserlian objective) of the phenomenon under investigation (empathy), the research method does not reflect Husserl's philosophy. The results reflect nurses' subjective views on empathy, an exercise consistent with the nurse-phenomenologists quoted, who without exception, all believe Husserlian phenomenology concerns itself with subjective experience. However, in seeking the essence of phenomena unclouded by subjective opinion, Husserl stands in contrast to nursing interpretations of phenomenology's famous catch phrase, 'back to the things themselves' (zu den Sachen selbst). Nurse-phenomenologists have misunderstood the intention of Husserlian phenomenology, and despite their opposition to traditional scientific methods, are still mired in the Kantian notion of science as a reality independent of mind. A theme consistent with the 'things-in-themselves', not the things themselves. As such, nursing's use of the phenomenological method is questionable, and therefore the research findings on the phenomenon of empathy need to be reformulated. Interestingly, the phenomenon of empathy challenges us to question such underlying assumptions on how we view the world.

Counseling↗
PubMed1990

What is empathy, and can empathy be taught?

Empathy is a commonly used, but poorly understood, concept. It is often confused with related concepts such as sympathy, pity, identification, and self-transposal. The purposes of this article are to clearly distinguish empathy from related terms and to suggest that the act of empathizing cannot be taught. According to Edith Stein, a German phenomenologist, empathy can be facilitated. It also can be interrupted and blocked, but it cannot be forced to occur. What makes empathy unique, according to Stein, is that it happens to us; it is indirectly given to us, "nonprimordially." When empathy occurs, we find ourselves experiencing it, rather than directly causing it to happen. This is the characteristic that makes the act of empathy unteachable. Instead, promoting attitudes and behaviors such as self-awareness, nonjudgmental positive regard for others, good listening skills, and self-confidence are suggested as important in the development of clinicians who will demonstrate an empathic willingness.

Attitude of Health Personnel↗
PubMed1995

Relationships between nurse-expressed empathy, patient-perceived empathy and patient distress.

It is increasingly important that nursing care be associated with measurable patient outcomes. A correlational study examined relationships between nurse-expressed empathy and two patient outcomes: patient perceived empathy and patient distress. Subjects (N = 140) were randomly selected from RNs and patients on medical and surgical units in two urban, acute care hospitals. Nurse-subjects (N = 70) completed two measures of nurse-expressed empathy: the Behavioral Test of Interpersonal Skills and the Staff-Patient Interaction Response Scale. Patient-subjects (N = 70) completed the Profile of Mood States, the Multiple Affect Adjective Checklist, and the Barrett-Lennard Relationship Inventory. Findings indicated a negative relationship (r = .71, p < .001) between a set of empathy variables and a set of patient distress variables and a positive relationship between nurse-expressed and patient perceived empathy (r = .37-.47, p < .05). This study is one of the first to link behavioral measures of nurse empathy to patient outcomes.

Adult↗
PubMed2004

Measuring empathy: reliability and validity of the Empathy Quotient.

BACKGROUND: Empathy plays a key role in social understanding, but its empirical measurement has proved difficult. The Empathy Quotient (EQ) is a self-report scale designed to do just that. This series of four studies examined the reliability and validity of the EQ and determined its factor structure. METHOD: In Study 1, 53 people completed the EQ, Social Desirability Scale (SDS) and a non-verbal mental state inference test, the Eyes Task. In Study 2, a principal components analysis (PCA) was conducted on data from 110 healthy individuals and 62 people reporting depersonalisation (DPD). Approximately 1 year later, Study 3, involved the re-administration of the EQ (n = 24) along with the Interpersonal Reactivity Index (IRI; n = 28). In the last study, the EQ scores of those with DPD, a condition that includes a subjective lack of empathy, were examined in depth. RESULTS: An association was found between the Eyes task and EQ, and only three EQ items correlated with the SDS. PCA revealed three factors: (1) 'cognitive empathy'; (2) 'emotional reactivity', and (3) 'social skills'. Test-retest reliability was good and moderate associations were found between the EQ and IRI subscales, suggesting concurrent validity. People with DPD did not show a global empathy deficit, but reported less social competence. CONCLUSIONS: The EQ is a valid, reliable scale and the different subscales may have clinical applications.

Adult↗
PubMed1981

Training older people in empathy: effects on empathy, attitudes, and self-exploration.

This study examined the effect of empathy training on empathy, self-exploration, and key attitudes in older people. The twenty-eight older people who took part were randomly assigned to one of three groups: empathy training, discussion, or control. For eight weeks the training group practiced empathy as a helping skill. During this time, one control group discussed the problems of older people; the other control group met only to take the tests. Unlike the control groups, the training group improved significantly on three measures of empathy. The training group also showed significant gains in self-exploration. These gains in skills brought no change in attitudes. The findings show that older people can change a portion of their interpersonal style and learn new ways of helping.

Aged↗
PubMed2000

A nursing theory of personal system empathy: interpreting a conceptualization of empathy in King's interacting systems.

This article presents a theory of empathy discovered through rational hermeneutic interpretation within King's personal system. Personal system concepts from King's general systems framework include perception, self, growth and development, body image, space, time, and learning. Propositions for each concept in the personal system were explicated and a theory of nursing empathy was developed. This nursing theory proposes that empathy organizes perceptions; facilitates awareness of self and others; increases sensitivity; promotes shared respect, mutual goals, and social awareness; cultivates understanding of individuals within a historical and social context; and affects learning.

Awareness↗
PubMed1976

Empathy and pseudo-empathy: the affective judgments of first- and third-graders.

Eighty male and female first- and third-grader Ss were presented one of two brief videotaped social interaction episodes. Half of the Ss viewed an unambiguous tape in which a target character's affective response was congruent with the situational context in which he operated. The remaining Ss viewed a similar, but ambiguous tape in which the nonverbal affective response of the target character was incongruent with situational demands. Ss' responses were scored on the basis of their judgments of the target character's affective state and facial expression, and the degree of relative certainty with which they made their affective judgments. No differences were predicted or found in any of the empathic responses of first- and third-graders to the unambiguous tape. The two age groups studied did, however, differ significantly in their responses to the ambiguous tape. As anticipated, the first-grade Ss employed a highly centered inference strategy and based their judgments on only one of the available incongruous cues. The older Ss, by contrast, recognized the incongruities present and expressed little confidence in their ability to infer the true affect state of the target character.

Affect↗
PubMed1990

Biopsychosocial elements of empathy: a multidimensional model.

Empathy is a topic of growing concern in a variety of disciplines. Although considerable empathy research is reported, often single dimensions of a multidimensional and multiphasic construct are actually being studied. Empathy is a unitary construct involving biopsychosocial components and is particularly well suited for nursing study because of its theoretical congruence with nursing philosophy and concerns. Empathy's importance goes beyond the usual emphasis on helper empathy. Although commonly associated with prosocial behavior, empathy involves underlying processes which may be used for either positive or negative social purposes. Recent technological improvements in research methodology, concerns regarding social violence, and conceptual shifts have led to greatly increased interest in the phenomenon of empathy and an expanded research thrust. One major recent change in empathy research is the tendency to view the phenomenon as multidimensional and consequently to include a variety of measures to capture different elements of the construct. This paper reviews the major approaches to measurement of empathy and classifies these approaches according to the dimensions of empathy that they measure. Physiological change in association with empathy is less frequently measured, but because empathy is commonly assumed to include an emotional response to another, concomitant physiological changes should accompany the emotional aspect of empathy and indicators of physiological response may be appropriate measures to include in nursing studies of empathy. A conceptualization of empathy is presented that considers empathy to be a multidimensional phenomenon, with emotional, cognitive, communicative, and relational components. Because empirical approaches can only examine the most easily measured aspects of empathy, phenomenological approaches are also needed to begin to capture the total construct.

Cognition↗
PubMed2001

Clarification of conceptualizations of empathy.

BACKGROUND: If understanding our clients needs, emotions, and circumstances is fundamental to nursing practice, and empathy is the foundation of that understanding, then a conceptualization of empathy that can be used by nurses is of utmost importance to the profession. In 1992, Morse, Anderson, Bottorff, Yonge, O'Brien, Solberg and McIlveen analysed the concept of empathy in the psychological and nursing literature, and suggested the conceptualization of empathy was incomplete. Since that time, nurse authors have continued to publish conceptualizations and research on empathy. PURPOSE: The purpose of our analysis was to describe empathy as presented in the nursing literature between 1992 and 2000. METHOD: A concept clarification methodology of concept analysis was used because of the many definitions, the rich descriptions, and the application of empathy as a research variable in the reviewed literature. FINDINGS: Five conceptualizations of empathy were revealed: empathy as human trait, empathy as a professional state, empathy as a communication process, empathy as caring, and empathy as a special relationship. CONCLUSIONS: The literature reviewed contained evidence that the concept is developing more depth and breadth. Nurse authors are approaching empathy from a variety of perspectives, time frames, measurements, and outcomes. While all are important to the development of the concept, further enrichment of the conceptual work on empathy is needed before a fully mature concept emerges that is fully useful in nursing practice, research, and education.

Communication↗
PubMedDate not supplied

Empathy: a study of two types.

The time is long past for nurse researchers and educators to meet the challenge of scientific inquiry of those more abstract components of nursing that have been named the art of nursing and are now identified as dimensions of holistic nursing. C. Rinne (1987) stated that the art of nursing lies within the affective domain. Empathy is an important dimension of that domain and is focused on in the nursing literature. Nursing theorists prior to M. R. Alligood (1992) had not developed models that addressed empathy as more than a singular though multidimensional phenomenon. On the basis of a review of the literature in nursing and related disciplines, M. R. Alligood (1992) proposed two types of empathy: trained and basic. The purpose of this study was to examine (a) the differences between the two types of empathy, by evaluating scores from instruments that measured trained and basic empathy and (b) the endurance of empathy scores. Trained empathy was measured with the Layton Empathy Test, and basic empathy was measured with the Hogan Scale. Data were collected over time with 106 nursing students prior to, during, and after completion of a bachelor of science in nursing program at a large southeastern university. Analysis of the data confirmed the phenomenon of two types of empathy with differentiation in endurance that M. R. Alligood (1992) had proposed. The research results have implications for the way nursing educators prepare nurses. This study supports the finding that trained empathy is not sustained. The importance of measurement of students' baseline basic empathy is indicated. The practice of teaching empathy techniques is called into question, and new approaches to facilitate students' discovery of their basic empathy are indicated (M. R. Alligood, G. W. Evans, & D. L. Wilt, 1995).

Education, Nursing, Baccalaureate↗