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The empathy continuum: An evidenced‐based teaching model derived from an integrative review of contemporary nursing literature

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  • Tracy Levett‐Jones
  • Robyn Cant

Abstract

Aims This paper has two aims : first, to explain the concept of empathy derived from an integrative review of contemporary nursing literature; and second, to profile a new conceptual model that can be used to inform the teaching of empathy. Background Empathy is fundamental to therapeutic communication and integral to quality patient care. However, the lack of agreement on the definition or conceptualisation of empathy in the nursing literature can make teaching and evaluating this skill challenging and inconsistent. Design Integrative review of literature. Data sources Publications from January 2000 to July 2018 in Ovid Medline, Scopus, CINAHLPlus, PsycINFO, and PubMed. Review methods As no integrative review checklists are currently available, a PRISMA checklist was adapted to guide this review. A two‐stage approach was used to explore the concept of empathy. Key definitions and attributes of empathy were identified from 11 primary studies and tabulated to allow for display and comparison. Next, the definitions and attributes of empathy drawn from a purposeful sample of 18 nursing education studies were examined, tabulated and summarised. Finally, the two samples were integrated and synthesised to form a cohesive summary, which was then illustrated with teaching and learning exemplars. Results Despite the lack of consensus on the definitions of empathy evident in the literature, recurring attributes and elements of empathy were evident, leading to the development of a new empathy model. Conclusion Patterns of consistency in the attributes of empathy that emerged from the review provided the basis for a new conceptual model, termed “The Empathy Continuum.” Relevance to clinical practice Each of the stages in the Empathy Continuum can be used to teach learners the meaning, attributes and application of empathy in practice. The model will be relevant to nurse educators as well as educators from other disciplines.

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  • Tracy Levett‐Jones & Robyn Cant, 2020. "The empathy continuum: An evidenced‐based teaching model derived from an integrative review of contemporary nursing literature," Journal of Clinical Nursing, John Wiley & Sons, vol. 29(7-8), pages 1026-1040, April.
    • Handle: RePEc:wly:jocnur:v:29:y:2020:i:7-8:p:1026-1040
    DOI: 10.1111/jocn.15137
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    References listed on IDEAS

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    1. Laura Cunico & Riccardo Sartori & Oliva Marognolli & Anna M Meneghini, 2012. "Developing empathy in nursing students: a cohort longitudinal study," Journal of Clinical Nursing, John Wiley & Sons, vol. 21(13-14), pages 2016-2025, July.
    2. John McKinnon, 2018. "In their shoes: An ontological perspective on empathy in nursing practice," Journal of Clinical Nursing, John Wiley & Sons, vol. 27(21-22), pages 3882-3893, November.
    3. Louise Bramley & Milika Matiti, 2014. "How does it really feel to be in my shoes? Patients' experiences of compassion within nursing care and their perceptions of developing compassionate nurses," Journal of Clinical Nursing, John Wiley & Sons, vol. 23(19-20), pages 2790-2799, October.
    4. Naleya Everson & Tracy Levett‐Jones & Samuel Lapkin & Victoria Pitt & Pamela van der Riet & Rachel Rossiter & Donovan Jones & Conor Gilligan & Helen Courtney‐Pratt, 2015. "Measuring the impact of a 3D simulation experience on nursing students' cultural empathy using a modified version of the Kiersma‐Chen Empathy Scale," Journal of Clinical Nursing, John Wiley & Sons, vol. 24(19-20), pages 2849-2858, October.
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    1. Alera Bowden & Valerie Wilson & Victoria Traynor & Hui‐Chen (Rita) Chang, 2020. "Exploring the use of ageing simulation to enable nurses to gain insight into what it is like to be an older person," Journal of Clinical Nursing, John Wiley & Sons, vol. 29(23-24), pages 4561-4572, December.

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