护理专业学生共情能力培养有效路径的系统评价

doi:10.3761/j.issn.1672-9234.2026.06.014

中华护理教育 ›› 2026, Vol. 23 ›› Issue (6): 731-739.doi: 10.3761/j.issn.1672-9234.2026.06.014

护理专业学生共情能力培养有效路径的系统评价

张云萍¹(), 樊荣², 夏立平¹^,^*()

¹ 江苏护理职业学院护理助产学院江苏省淮安市 223003
² 中国人民武装警察部队后勤学院卫生勤务系天津市 300309

收稿日期:2025-08-27 出版日期:2026-06-15 发布日期:2026-06-18
通讯作者: *夏立平，E-mail：xialiping1976@163.com
作者简介:张云萍：女，硕士，副教授，E-mail：283326071@qq.com
第一联系人：作者贡献声明
研究选题、构思与设计、论文撰写：张云萍；文献筛选、质量评价、数据提取、结果分析、论文修订、校审：张云萍、樊荣、夏立平。
基金资助:
江苏省高校哲学社会科学研究一般项目(2021SJA1866)

Effective pathways for cultivating empathy ability among nursing students：a systematic review

ZHANG Yunping¹(), FAN Rong², XIA Liping¹^,^*()

¹ School of Nursing and Midwifery， Jiangsu College of Nursing， Huaian 223003，Jiangsu Province， China
² Department of Health Service， Logistics University of People’s Armed Police Force， Tianjin 300309， China

Received:2025-08-27 Online:2026-06-15 Published:2026-06-18
Contact: *XIA Liping，E-mail：xialiping1976@163.com
Supported by:
General Project of Philosophy and Social Science Research in Jiangsu Provincial Institutions of Higher Education(2021SJA1866)

摘要/Abstract

摘要：

目的系统综述在校护理专业学生共情能力培养的有效路径。方法系统检索PubMed、CINAHL、Scopus、Cochrane Library、Web of Science、中国知网、万方和维普数据库，获取在校护理专业学生共情能力有效培养相关研究。检索时限为2010年1月1日—2025年3月9日。由2名研究者独立筛选文献、资料提取，并对纳入文献方法学质量进行评价后，从共情教育理论、策略、形式、持续时间及测评工具方面对在校护理专业学生共情能力培养的有效路径进行描述性分析。结果共纳入31篇文献，在共情教育方面，涉及转化学习理论、Kolb体验式学习理论、Jeffries模拟教学理论等7个理论；策略可被归纳为模拟训练与情境体验式教学、叙事教育、正念训练、结构化技能训练、数字技术辅助教育5类；形式分为独立项目、课程结合项目；按持续时间可被分为短期（≤8 h）、中期（>8~16 h）及长期（>16 h）教育；测评工具涉及杰斐逊共情系列量表、人际反应指针量表等10种。结论在校护理专业学生共情能力培养有效路径呈现多样化特征，但在理论指导的系统性、数字技术的创新应用、教育设计的针对性及评价工具的完整性方面仍有待加强。

关键词: 护理, 学生, 共情, 培养路径, 系统综述

Abstract:

Objective To systematically review the effective pathways for cultivating empathy among nursing students. Methods A systematic search was conducted in databases including PubMed，CINAHL，Scopus，Cochrane Library，Web of Science，CNKI，Wanfang and VIP from January 1，2010 to March 9，2025 to obtain studies on effective cultivation of empathy ability among nursing students. After screening the literature，extracting data，and evaluating the methodological quality of the included studies by two researchers independently，a descriptive analysis was conducted on the empathy education theories，strategies，formats，duration，and assessment tools. Results A total of 31 articles were included. Empathy education involved seven theories such as transformative learning theory，Kolb’s experiential learning theory，and Jeffries’ simulation teaching theory. The educational strategies could be classified into five categories：simulation training and situational experiential teaching，narrative education，mindfulness training，structured skills training and digital technology-assisted education. The educational formats were divided into independent projects and course-integrated projects. According to duration，the empathy education could be classified as short-term（≤8 h），medium-term（>8-16 h），and long-term（>16 h） projects. A total of ten assessment tools were used，including the Jefferson Scale of Empathy series and the Interpersonal Reactivity Index. Conclusion The effective pathways for cultivating empathy ability among nursing students are diverse. However，improvements are still needed in the systematic application of theoretical guidance，innovative use of digital technologies，targeted educational design，and comprehensiveness of evaluation tools.

Key words: Nursing, Students, Empathy, Cultivation Pathways, Systematic Review

张云萍, 樊荣, 夏立平. 护理专业学生共情能力培养有效路径的系统评价[J]. 中华护理教育, 2026, 23(6): 731-739.

ZHANG Yunping, FAN Rong, XIA Liping. Effective pathways for cultivating empathy ability among nursing students：a systematic review[J]. Chinese Journal of Nursing Education, 2026, 23(6): 731-739.

图/表 1

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护理专业学生共情能力培养有效路径的系统评价

Effective pathways for cultivating empathy ability among nursing students：a systematic review

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