Empathy and High-Fidelity Human Patient Simulators: A Critical Analysis of Undergraduate Nursing Education
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Discussion paper critiquing high-fidelity simulation for empathy development in undergraduate nursing education; the object is pedagogy and professional training for practice, not research practice.
This discussion concerns simulation-based nursing education and empathy, not research itself.
Critique of simulators in undergraduate nursing education for empathy; professional pedagogy, not research-as-object.
Abstract
This paper critically examines the role of high-fidelity human patient simulators in undergraduate nursing education, particularly for empathy development. While high-fidelity human patient simulators are instrumental for clinical skills practice, they fall short of adequately fostering empathy. Underlining the centrality of empathy in nurse–patient relationships for positive health outcomes, blended learning approaches integrating role-play with human-to-human interactions are suggested. In this discussion paper, the historical perspectives on empathy, the challenges in measuring and developing empathy, the impact of the pandemic-induced shift to simulation-based clinical training, and the influence of neoliberal values on nursing education are examined. We explore research that highlights the importance of authentic patient engagement and calls for human-centric approaches in simulation pedagogical approaches. We suggest the need for balanced educational strategies prioritizing authentic human interactions.
Stored with the screening record, where it is evidence for the labels above.
The record
- Venue
- Quality Advancement in Nursing Education - Avancées en formation infirmière
- Topic
- Empathy and Medical Education
- Field
- Medicine
- Canadian institutions
- —
- Funders
- —
- Keywords
- EmpathyCentralityPsychologyFidelityMedical educationNurse educationNursingMedicineSocial psychologyComputer science
- Has abstract in OpenAlex
- yes