Effect of Storytelling and Empathy Training to Support Affective Learning in Undergraduate Nursing Students.

BACKGROUND: Empathy is a desired characteristic in nurses, but its development is often overlooked in nursing simulation. PURPOSE: This study evaluated the effect of a storytelling and empathy training intervention to enhance empathy development in simulation-based learning. METHODS: A quasi-experimental control group design was used to evaluate differences in self-perceived and observed empathy in undergraduate nursing students (N = 71). Relationships between self-perceived and observed empathy were also assessed. RESULTS: Repeated-measures analysis of variance revealed a statistically significant increase in self-perceived empathy, and higher, but nonstatistically significant differences in observed empathy for subjects in the treatment condition. No relationship between self-perceived and observed empathy was observed. CONCLUSIONS: Storytelling and empathy training may augment simulation-based learning experiences to promote empathy development in undergraduate nursing students.

First Year Outcomes: Program Evaluation of a Statewide Nurse Residency Program.

In New Jersey, a statewide nurse residency program was implemented using an apprenticeship model. The pandemic created disruption to registered nurse residency programs. This included rapid restructuring of program delivery to online methods and a need to adapt curricula to reflect changing practice and guidelines. As a result of the pandemic, new graduates had educational gaps and nurse leaders experienced staffing shortages. First year program outcomes demonstrated a 90% retention of new graduates and financial benefits for organizations participating in the statewide nurse residency program.

Virtual Clinical Experiences in Nursing Education: Applying a Technology-Enhanced Storyboard Technique to Facilitate Contextual Learning in Remote Environments.

ABSTRACT: Many schools of nursing were not prepared to transition to remote instruction during the COVID-19 pandemic. Virtual and computer-based simulation can offer a substitution for in-person clinical learning. This article describes the use of storyboards, created by faculty, to provide context during remote clinical experiences. The theoretical basis for the design and implementation of the activity is discussed. Faculty observations of student behaviors (i.e., clinical decision-making, reflection on performance, and engagement) were consistent between computer-based and laboratory-based simulation settings.