Lancastle, Deborah

Parsons, Gareth

Tonkin, Emma

Yu, Juping

English

Storytelling in the clinical simulation environment Gareth Parsons (University of South Wales) Nurse Education has a pivotal role to play in nurturing the qualities of care and compassion, and one way of achieving this is to utilise patient stories. We produced a short story about a real patient’s experiences of care and using QR codes built a learning resource in the form of a story walk linked to different locations around our Clinical Simulation Suite. Nursing students follow the patient’s journey from diagnosis to discharge, listening to audio recordings recounting the patient’s experience of care in her own voice. Development of the story walk and findings from the educational intervention will be described

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The learning experience• “Really good exercise helped us understand the importance of empathy”• “Excellent experience very much enjoyed it! More please!”• “Very though provoking exercise.”• “Really helps to be put into someone else’s shoes and highlights the importance of compassionate patient centred care. The patient perspective• “Very interesting to hear story from patients view.”• “you don’t always understand what goes through their heads and how they will try to act ok but are really scared inside.”• “A very emotional journey that displays a wide range of emotions and experiences she had and how practitioners can have a huge impact on the journey”• “Listening to a patient talk about how they feel gives an insight into others.”Self awareness•“I found it very realistic and gave me a deeper understanding of the thought processes and perceptions of receiving cancer care and surgery for the patient.”•“Interesting to be in the patients shoes through their journey to help us understand the anxieties feelings and emotions that can be experienced” •“Will definitely make me look at dealing with patients from a different perspective”Putting things right• “Small changes can be made to make patients experience less frightful • “make small talk at an appropriate level.”• “It shows everyone is human and feels differently but it also shows everyone needs to be treated like a human.” • “Also how as nurses we can change someone’s day with a simple friendly chat.”Evaluation of the ‘story walk’:  Thematic analysis‘Walking in their Shoes’ Nursing students’ evaluation of an empathy-focused education  interventionGareth Parsons, Juping Yu, Deborah Lancastle, Emma TonkinFaculty of Life Sciences and Education, University of South Wales (USW)Contact: gareth.parsons@southwales.ac.uk; 01443 483147IntroductionNurses say that the nurturing qualities such as caring, empathy and compassion are important yet a number of reports including the FrancisReport (2013) revealed serious failings in patient care. This has been called an empathy enigma (Ward et al. 2012). The main factor in reducingempathy amongst students are, being older, unsupportive environments and exposure to patients in clinical practice (Watson et al. 2000) Thebiggest factor that seems to prevent empathy loss is education that focuses on awareness and attunement (Campling et al. 2015).AimTo test the effect of an empathy-focused education intervention for nursing studentsMethodsA cluster randomised controlled trial: Control group: lecture on empathy only; Intervention group: lecture on empathy AND story walkParticipants: 2nd year nursing studentsData collection: 3 x (baseline, post intervention, follow-up)Tools: Jefferson Scale of Empathy (JSE); modified Empathy Quotient Scale; Evaluation Questionnaire on the ‘story walk’Data analysis: Between-within ANOVA analysis (ongoing) Thematic analysis of evaluation questionnaire (presented here)ConclusionAlthough the analysis is still ongoing, positive feedback received from our participants suggests that patient stories can be used as an innovative approach for nursing student education on empathy and patient care. ‘Story walk’ in the USW Simulation Suites1. A patient storyExperiences of being in hospital; how she felt about the hospital surroundings she encountered2. A learning resourceDigital audio story clips (some with still images) were created and linked to QR codes, accessible using a smartphone3. A ‘story walk’QR codes organised and embedded in 9 locations around the Clinical Simulation Suite to follow the steps of the patient journeyFuture directionsThe team secured funding from KESS programme for a PhD studentship in partnership with ABUHB. The project focuses on developing and testing a learning resource for nurses using stories from older people and their families.ReferencesCampling P. (2015). Reforming the culture of healthcare: the case for intelligent kindness. BJPsych bulletin, 39(1), 1–5. Francis R (2013) Report of the Mid Staffordshire NHS Foundation Trust Public Inquiry; London: The Stationary Office.   Ward, J., Cody, J., Schaal, M. and Hojat, M. (2012) ‘The Empathy Enigma: An Empirical Study of Decline in Empathy Among Undergraduate Nursing Students’, Journal of Professional Nursing, 28 (1), 30-40    Watson, J.W. Garfinkel, P. Gallop, R. Steven, B. Steiner D. (2000), ‘The impact of nurses' empathic responses on patients pain management in acute care’ Nursing Research, 49 p191–200

‘Walking in their Shoes’ Nursing students’ evaluation of an empathy-focused education intervention

https://pure.southwales.ac.uk/ws/files/3502786/keele.pdf

‘Walking in their Shoes’ Nursing students’ evaluation of an empathy-focused education intervention

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