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Volume 11
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10.3390/healthcare11101429
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Review

Rapid Scoping Review: Empathy in Health Sciences Curriculum

by
Renee Robinson
1,*,
Kelleen Meluski
2,
Tracy Hellem
3,
Travis Hedwig
4,
Natalie Hansen
5,
Jennifer Adams
5,
Mary Nies
6 and
Krista Salazar
2
1
College of Pharmacy, Idaho State University, Anchorage, AK 99508, USA
2
College of Pharmacy, University of New Mexico, Albuquerque, NM 87131, USA
3
Mark and Robyn Jones College of Nursing, Montana State University, Missoula, MT 59717, USA
4
College of Health, University of Alaska, Anchorage, AK 99508, USA
5
College of Pharmacy, Idaho State University, Meridian, ID 83642, USA
6
College of Health, Idaho State University, Pocatello, ID 83209, USA
*
Author to whom correspondence should be addressed.
Healthcare 2023, 11(10), 1429; https://doi.org/10.3390/healthcare11101429
Submission received: 9 March 2023 / Revised: 19 April 2023 / Accepted: 5 May 2023 / Published: 15 May 2023
(This article belongs to the Section Healthcare Quality and Patient Safety)
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Abstract

Empathy, the process of coming to know, understand, and care for another person, is a skill that can be learned; however, there is not a shared definition of empathy or understanding of how to operationalize empathy into practice. Healthcare worker empathy has been shown to have a beneficial effect on both patient health outcomes and the emotional wellness of healthcare workers. Empathic care is associated with more efficient, cost-effective, improved healthcare, and increased provider trust. The purpose of this rapid scoping review is to identify, compare, and contrast empathy training offered to select healthcare professional students (e.g., nurses, nurse practitioners, and pharmacists) as part of the general curriculum or as an elective. We utilized a rapid scoping review approach to identify potentially relevant peer-reviewed articles and studies for inclusion. Six electronic databases were searched, including: MEDLINE; EMBASE; PUBMed; CINAHL; EBSCOHOST; and ERIC, covering the past 10 years. A total of 4977 citations, 3480 abstracts, and 428 papers were screened. Fifty studies fulfilled the eligibility criteria. Of those, 21 primarily non-randomized experimental studies published between 2012 and 2021 were included in the final review. Over 80 percent of the training took place in the classroom setting and utilized active learning strategies. There is little consensus on how to best train future healthcare providers to provide empathic care to patients.
Keywords: empathy; healthcare; higher education; curriculum; student; interprofessional empathy; healthcare; higher education; curriculum; student; interprofessional

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MDPI and ACS Style

Robinson, R.; Meluski, K.; Hellem, T.; Hedwig, T.; Hansen, N.; Adams, J.; Nies, M.; Salazar, K. Rapid Scoping Review: Empathy in Health Sciences Curriculum. Healthcare 2023, 11, 1429. https://doi.org/10.3390/healthcare11101429

AMA Style

Robinson R, Meluski K, Hellem T, Hedwig T, Hansen N, Adams J, Nies M, Salazar K. Rapid Scoping Review: Empathy in Health Sciences Curriculum. Healthcare. 2023; 11(10):1429. https://doi.org/10.3390/healthcare11101429

Chicago/Turabian Style

Robinson, Renee, Kelleen Meluski, Tracy Hellem, Travis Hedwig, Natalie Hansen, Jennifer Adams, Mary Nies, and Krista Salazar. 2023. "Rapid Scoping Review: Empathy in Health Sciences Curriculum" Healthcare 11, no. 10: 1429. https://doi.org/10.3390/healthcare11101429

APA Style

Robinson, R., Meluski, K., Hellem, T., Hedwig, T., Hansen, N., Adams, J., Nies, M., & Salazar, K. (2023). Rapid Scoping Review: Empathy in Health Sciences Curriculum. Healthcare, 11(10), 1429. https://doi.org/10.3390/healthcare11101429

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