Role Lettering and a growth of empathy of nursing students

本研究的目的是进行一项名为“角色刻字”的写作作业，以验证护生共情成长的差异。我们进行了一项任务，描述了虚构的病人和护士之间的互动。根据想象得分将被试分为H组和L组，并在活动前后分别完成共情量表。我们还对受试者的描述进行了定性分析。可以想象，护生重新评估了他们的个人同理心，并在情感上区分了自己和他人。有一种暗示的能力，描述未来的关系，病人和护士之间的关系是与增长的观点采取有关

The purpose of this study was to conduct a writing assignment called, “role lettering,” and verify differences in the growth of empathy of nursing students.We conducted a task that described an interaction between fictitious patients and nurses. Subjects were classified into H and L groups on the basis of their scores on imagination, and completed a empathy scale before and after the activity. We also performed a qualitative analysis of subjects’ descriptions. It is conceivable that the nursing students re-evaluated their personal empathy and made an emotional distinction between themselves and others. There is an implication of the ability to describe the future relationship between patients and nurses as being associated with growth of perspective taking