Objective To explore the practice and effect of peer education in improving the empathic ability of in-service nurses. Methods A total of 122 in-service nurses at a tertiary hospital scoring below 60％ in empathy ability, were randomly divided into a control group and a research group by data table method. The nurses in the control group received theoretical training in empathy, and the nurses in the research group participated in peer-educated periodic empathy training activities. The Chinese version of interpersonal response index scale ( IRI-C) , nurses'humanistic care quality table, general self-efficacy scale were used before and after intervention. Results Before the intervention, the scores of the two groups of Chinese version of interpersonal response index scale ( IRI-C) , perspective-taking ( PT) , Fantasies ( FS) , empathic concern (EC) and Personal Distress (PD) were not statistically significant (P >0. 05). After intervention, the scores of the two groups of Chinese version of interpersonal response index scale ( IRI-C) , Fantasies ( FS) and Personal Distress ( PD) scores in the research group were all higher than those in the control group (P<0. 05). There was no significant difference in the scoring before and after intervention in the control group (P>0. 05). The total score and personal pain (PD) dimensions of the Chinese version of interpersonal response index scale ( IRI-C) were significantly higher than those before the intervention ( P<0. 01). The total score of nurses' humanistic care quality, the score of humanistic care ability and humanistic care perception were all higher than those before intervention in the study group (P<0. 05), and differences are statistically significant. Conclusions The practice of peer-education empathy training can effectively improve the empathy and humanistic care quality of the in-service nurses, and improve the nursing service level.%目的 探讨朋辈教育在提升在职护士共情能力中的实践和效果.方法 将某医院122名共情能力得分率低于60％的在职护士,采用数据表法随机分为对照组和研究组,对照组护士接受共情能力的理论培训,研究组护士参与朋辈教育式的周期性共情培训活动,干预前后采用中文版人际反应指针量表(IRI-C)、护士人文关怀品质量表及一般自我效能量表进行问卷调查.结果 干预前两组中文版IRI-C总分及观点采择(PT)、想象力(FS)、同情关心(EC)和个人痛苦(PD)得分比较,差异无统计学意义(P>0.05).干预后研究组中文版IRI-C总分及FS、PD得分均高于对照组(P<0.05).对照组前后评分比较差异无统计学意义(P>0.05);研究组干预后护士IRI-C总得分和PD维度得分显著高于干预前(P<0.01),人文关怀品质量表总分及人文关怀能力、人文关怀感知两个维度得分均高于干预前,差异有统计学意义(P<0.05).结论 实践朋辈教育式的共情培训,能有效提高在职护士的共情能力和人文关怀品质,有利于提升护理服务水平.
展开▼
