| Gür and Yilmaz (2020)4 | Aim: Investigating the effectiveness of the MBET program on empathy and age discrimination in nursing studentsDesign: Two-group experimental design.Data collection: Pre-test and post-test with an 8-week intervention (no follow-up) | Undergraduate nursing students at the faculty of health sciences | MBET | | - –
Following the training, there was a significant increase in student empathy.
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There was no significant difference in student age discrimination after training.
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The Negative Discrimination Towards Elderly subscale, on the other hand, shows a significant difference
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| Yang et al. (2022) | Aim: Improving the empathy competence of nursing undergraduate internship students using the Structured Empathy Educational ProgramDesign: Two-group quasi experimental design.Data collection: Pre-test and post-test with an 2-week intervention (no follow-up) | Undergraduate nursing internship students | Structured EEM based on Delphi Technique | | - –
After participating in the program, students’ empathy increased significantly.
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There was a significant increase in three empathy subscales: perspective taking, compassionate care, and standing in the patient’s shoes
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| Arrogante et al. (2022)42 | Aim: To assess the impact of HFS training toward older people and empathy.Design: One-group quasi experimental design.Data collection: Pre-test and post-test with a 2.5-month intervention (no follow-up) | Undergraduate nursing students | HFS training | | - –
After participating in the program, students’ empathy and attitudes toward older people improved significantly.
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There was a significant increase in three empathy subscales: perspective taking, compassionate care, and standing in the patient’s shoes.
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According to dimensional analysis, the perspective taking dimension had the largest effect size, the compassionate care dimension had a low effect size, and standing in the patient’s shoes dimension had a medium effect size
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| Ding et al. (2020)49 | Aim: Develop and evaluate the effectiveness of an empathy learning module.Design: Two-group quasi experimental design.Data collection: Pre-test and post-test with an 7-month intervention (no follow-up) | Pediatric nursing students | KSS module | - –
JSE-HPS version
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CCCS
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PIS
| After training, there was a significant increase in empathy in the experimental group, indicating the effectiveness of SSC training toward empathy |
| Peng et al. (2020) | Aim: To evaluate the effect of VDT toward empathy, and provide practical reasons to optimize dementia treatment for future use.Design: One-group quasi experimental design.Data collection: Pre-test and post-test with a 1-month intervention (no follow-up) | Undergraduate nursing students | Watch a movie called Still Alice and VDT simulation | | Students’ empathy increases after watching movies and participating in the VDT simulation |
| Heidke et al. (2018) | Aim: Evaluating the impact of educational innovations that incorporate the patient’s voice and perspective on empathyDesign: One-group quasi experimental design.Data collection: Pre-test and post-test with a 12-week intervention (no follow-up) | Undergraduate nursing students | Redesign learning to include the voices and perspectives of various patients from various population groups. | KCES | Following the given learning design resulted in an increase in empathy levels |
| Cingol et al. (2021) | Aim: To investigate the impact of the INC on cultural sensitivity and empathy levels.Design: Two-group quasi experimental design.Data collection: Pre-test and post-test with a 6-month intervention (no follow-up) | Undergraduate nursing students | INC | ESS–B | There was no significant difference in students’ levels of empathy or cultural sensitivity after the intervention |
| Ayed et al. (2021) | Aim: The purpose of this study was to evaluate how HFS affected self-awareness, empathy, and PCCDesign: One group quasi experimental design.Data collection: Pre-test and post-test with an 4-week intervention (no follow-up) | Undergraduate nursing students | HFS | - –
Self-Consciousness Scaled Revised
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KCES
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Patient Practitioner Orientation Scale
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Demographic data questionnaire
| After participating in the intervention program, there was a significant increase in self-awareness, empathy, and PCC |
| Shao et al. (2018)43 | Aim: The purpose of this study was to determine whether simulation-based empathic communication training improves nurses’ ability to recognize and respond to parents’ emotions with empathy.Design: One-group quasi experimental design.Data collection: Pre-test and post-test with an 3-month intervention (no follow-up) | NICU nurses | Simulation-based empathic communication training | | Nurses’ understanding of empathy improved. After attending training, nurses’ empathic communication skills improved |
| Lee et al. (2018)44 | Aim: To evaluate situated teaching programs designed to increase empathyDesign: Two-group quasi experimental design.Data collection: Self-reported data from pre-test and post-test, and also post-test observation (no follow-up) | Undergraduate nursing students | Situated teaching program (based on experiential learning) | | There was a significant increase in students’ empathy after participating in the program, both subjectively (based on self-report) and objectively (objective empathy) (assessed by selected lecturers and patients) |
