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

Abstract

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

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.

Figures/Tables 1

References 44

[1]	Nembhard IM, David G, Ezzeddine I, et al. A systematic review of research on empathy in health care[J]. Health Serv Res, 2023, 58(2):250-263. doi: 10.1111/hesr.v58.2
[2]	Mufidah AA, Kurniawati F. Impact of empathy interventions on cognitive,affective,and behavioral empathy in nursing students:a systematic literature review[J]. Front Nurs, 2025, 12(2):185-194.
[3]	Kim J. Factors influencing nursing students’ empathy[J]. Korean J Med Educ, 2018, 30(3):229-236. doi: 10.3946/kjme.2018.97
[4]	王瑞琦, 陈勤, 徐敏. 护理专业学生共情能力的研究进展[J]. 中华护理教育, 2020, 17(3):279-282.
	Wang RQ, Chen Q, Xu M. Research progress on empathy ability of nursing students[J]. Chin J Nurs Educ, 2020, 17(3):279-282.
[5]	Liu H, Zhang L, Yan J, et al. The relationship between social support,empathy,self-efficacy,and humanistic practice ability among clinical nurses in China:a structural equation model[J]. J Nurs Manag, 2023, 2023:1378278.
[6]	Monis VR, George LS, Saikia M. Social intelligence,empathy,and self-esteem among undergraduate nursing students:a corre-lational study[J]. Front Nurs, 2024, 11(4):405-414.
[7]	Fragkos KC, Crampton PES. The effectiveness of teaching cli-nical empathy to medical students:a systematic review and meta-analysis of randomized controlled trials[J]. Acad Med, 2020, 95(6):947-957. doi: 10.1097/ACM.0000000000003058
[8]	Levett-Jones T, Cant R, Lapkin S. A systematic review of the effectiveness of empathy education for undergraduate nursing students[J]. Nurse Educ Today, 2019, 75:80-94. doi: 10.1016/j.nedt.2019.01.006
[9]	胡雁, 郝玉芳. 循证护理学[M]. 3版. 北京: 人民卫生出版社, 2025.
	Hu Y, Hao YF. Evidence-based nursing[M]. 3rd ed. Beijing: People’s Medical Publishing House, 2025.
[10]	Reed DA, Cook DA, Beckman TJ, et al. Association between funding and quality of published medical education research[J]. JAMA, 2007, 298(9):1002. doi: 10.1001/jama.298.9.1002 pmid: 17785645
[11]	Menezes P, Guraya SY, Guraya SS. A systematic review of educational interventions and their impact on empathy and compassion of undergraduate medical students[J]. Front Med, 2021, 8:758377. doi: 10.3389/fmed.2021.758377
[12]	Sarkis-Onofre R, Catalá-López F, Aromataris E, et al. How to properly use the PRISMA statement[J]. Syst Rev, 2021, 10(1):117. doi: 10.1186/s13643-021-01671-z pmid: 33875004
[13]	Arrogante O, Velarde-García JF, Blázquez-González P, et al. The effects of high-fidelity simulation training on empathy and attitudes toward older people among undergraduate nurs-ing students:a quasi-experimental study[J]. Nurse Educ Pract, 2022, 64:103441. doi: 10.1016/j.nepr.2022.103441
[14]	Ayed A, Malak MZ, Al-amer RM, et al. Effect of high fidelity simulation on perceptions of self-awareness,empathy,and pa-tient-centered care among university pediatric nursing classes[J]. Clin Simul Nurs, 2021, 56:84-90. doi: 10.1016/j.ecns.2021.04.005
[15]	Basit G, Su S, Geçkil E, et al. The effect of drama-supported,patient role-play experience on empathy and altruism levels in nursing students:a randomized controlled study[J]. Nurse Educ Pract, 2023, 69:103634. doi: 10.1016/j.nepr.2023.103634
[16]	Bas-Sarmiento P, Fernández-Gutiérrez M, Baena-Baños M, et al. Efficacy of empathy training in nursing students:a quasi-experimental study[J]. Nurse Educ Today, 2017, 59:59-65. doi: 10.1016/j.nedt.2017.08.012
[17]	Bas-Sarmiento P, Fernández-Gutiérrez M, Díaz-Rodríguez M. Teach-ing empathy to nursing students:a randomised controlled trial[J]. Nurse Educ Today, 2019, 80:40-51. doi: 10.1016/j.nedt.2019.06.002
[18]	Can Gür G, Yilmaz E. The effects of mindfulness-based empa-thy training on empathy and aged discrimination in nursing students:a randomised controlled trial[J]. Complementary Ther Clin Pract, 2020, 39:101140.
[19]	Can Gür G, Yılmaz E. Mindfulness-based empathy training supported by obese simulation suit:randomized controlled trial[J]. Curr Psychol, 2024, 43(21):19532-19547. doi: 10.1007/s12144-024-05719-w
[20]	Chen AMH, Kiersma ME, Yehle KS, et al. Impact of the Ge-riatric Medication Game on nursing students’ empathy and attitudes toward older adults[J]. Nurse Educ Today, 2015, 35(1):38-43. doi: 10.1016/j.nedt.2014.05.005
[21]	Chen HC, Ignacio J, Yobas P. Evaluation of the symptom-fo-cused health assessment and empathy program for undergra-duate nursing students:a randomized controlled trial[J]. Nurse Educ Today, 2020, 94:104566. doi: 10.1016/j.nedt.2020.104566
[22]	Dincer B, Inangil D. The effect of affective learning on ale-xithymia,empathy,and attitude toward disabled persons in nursing students:a randomized controlled study[J]. Perspect Psychiatr Care, 2022, 58(2):813-821. doi: 10.1111/ppc.v58.2
[23]	Everson N, Levett-Jones T, Lapkin S, et al. Measuring the im-pact of a 3D simulation experience on nursing students’ cultural empathy using a modified version of the Kiersma-Chen Empathy Scale[J]. J Clin Nurs, 2015, 24(19/20):2849-2858. doi: 10.1111/jocn.2015.24.issue-19pt20
[24]	Fernández-Gutiérrez M, Bas-Sarmiento P, Del Pino-Chinchilla H, et al. Effectiveness of a multimodal intervention and the simulation flow to improve empathy and attitudes towards older adults in nursing students:a crossover randomised con-trolled trial[J]. Nurse Educ Pract, 2022, 64:103430. doi: 10.1016/j.nepr.2022.103430
[25]	Ferri P, Rovesti S, Padula MS, et al. Effect of expert-patient teaching on empathy in nursing students:a randomized con-trolled trial[J]. Psychol Res Behav Manag, 2019, 12:457-467. doi: 10.2147/PRBM
[26]	Gholamzadeh S, Khastavaneh M, Khademian Z, et al.The effects of empathy skills training on nursing students’ empathy and attitudes toward elderly people[J]. BMC Med Educ, 2018, 18(1):198. doi: 10.1186/s12909-018-1297-9 pmid: 30111312
[27]	Huang HP, Yun TE, Lin YC, et al. Effects of empathy mapp-ing and mini-simulation on second-year nursing students’ empathy and communication self-confidence:a quasi-experi-mental study[J]. BMC Med Educ, 2025, 25(1):109. doi: 10.1186/s12909-025-06686-x
[28]	Huang SM, Fang SC, Lee SY, et al. Effects of video-recorded role-play and guided reflection on nursing student empathy,caring behavior and competence:a two-group pretest-posttest study[J]. Nurse Educ Pract, 2023, 67:103560. doi: 10.1016/j.nepr.2023.103560
[29]	Lee KC, Yu CC, Hsieh PL, et al. Situated teaching improves empathy learning of the students in a BSN program:a quasi-experimental study[J]. Nurse Educ Today, 2018, 64:138-143. doi: 10.1016/j.nedt.2018.02.013
[30]	Leyva-Moral JM, Rafael-Gutiérrez SS, Aguayo-Gonzalez M, et al. Effectiveness of narrative photography in increasing nursing students’ empathy:a pretest-posttest study[J]. J Nurs Educ, 2022, 61(12):701-705. doi: 10.3928/01484834-20221003-05 pmid: 36475990
[31]	Molu B, Baş MT. The impact of implementing the creative drama technique on creative thinking and empathy levels of nursing students in pediatric nursing course[J]. Teach Learn Nurs, 2024, 19(2):e455-e461. doi: 10.1016/j.teln.2024.01.013
[32]	Peng X, Wu L, Xie X, et al. Impact of virtual dementia tour on empathy level of nursing students:a quasi-experimental study[J]. Int J Nurs Sci, 2020:258-261.
[33]	Roberts ML, Kaur T. Effect of storytelling and empathy training to support affective learning in undergraduate nursing students[J]. Nurse Educ, 2023, 48(5):260-264. doi: 10.1097/NNE.0000000000001419 pmid: 37074957
[34]	Thomas V. Using simulation exercises to teach nursing students the concept of empathy[J]. ABNF J, 2020, 31(2):61.
[35]	Zhou ZY, Hu LY, Wang ML, et al. Narrative education com-bined with experiential teaching in the development of empathic competence of undergraduate nursing students:pre-test post-test design[J]. Sage Open, 2023, 13(3):2158244023-1193948.
[36]	Zeller J, Fruin B, Newkirk M, et al. The effect of simulation on attitudes and empathy related to persons experiencing homelessness among nursing students[J]. Teach Learn Nurs, 2024, 19(2):e320-e323. doi: 10.1016/j.teln.2023.12.007
[37]	Zanjirian B, Keshmiri F, Mirzaei S, et al. The effect of serious games(simulation) on attitude and empathy toward elderly nursing students[J]. J Med Educ Dev, 2024, 17(56):129-137.
[38]	Yu JP, Parsons GS, Lancastle D, et al.“Walking in Their Shoes”:the effects of an immersive digital story intervention on empathy in nursing students[J]. Nurs Open, 2021, 8(5):2813-2823. doi: 10.1002/nop2.v8.5
[39]	Witherspoon M, Pankonien CA, Baldwin J, et al. The impact of a role-play patient simulation on nursing students as mea-sured by the comprehensive state empathy scale[J]. Teach Learn Nurs, 2023, 18(3):e79-e83. doi: 10.1016/j.teln.2023.04.016
[40]	王宪, 尹秋馨, 蔡华娟, 等. 巴林特小组结合情景剧提升护理本科生共情与沟通能力的效果研究[J]. 中华护理教育, 2020, 17(10):869-873.
	Wang X, Yin QX, Cai HJ, et al. The effects of Balint group combined with scenario drama on improving the empathy ability and clinical communication skills among nursing students[J]. Chin J Nurs Educ, 2020, 17(10):869-873.
[41]	芦文博, 赵洁, 范凯婷, 等. 基于高龄模拟体验教学的老年护理课程共情教育的设计与实施[J]. 护理研究, 2023, 37(9):1631-1635.
	Lu WB, Zhao J, Fan KT, et al. Design and implementation of empathy education in elderly nursing course based on simu-lated experience teaching for the elderly[J]. Chin Nurs Res, 2023, 37(9):1631-1635.
[42]	左敏, 王佳琳. 护理本科生共情培训及其对专业承诺的影响研究[J]. 中国实用护理杂志, 2016, 32(23):1822-1825.
	Zuo M, Wang JL. A study on training of empathy ability among nursing undergraduates and its Influence on profes-sional commitment[J]. Chin J Pract Nurs, 2016, 32(23):1822-1825.
[43]	阮小丽, 蚁淳, 谢琼, 等. 基于人性照护理论的共情能力培训在护理专业基础护理学课程中的应用[J]. 中华医学教育杂志, 2022, 42(9):836-840.
	Ruan XL, Yi C, Xie Q, et al. Application of empathy training based on humanistic care theory in the course of “basic nursing” of nursing specialty[J]. Chin J Med Educ, 2022, 42(9):836-840.
[44]	林晓荷, 段君燕, 沈一桥, 等. 人工智能赋能护理硕士专业学位研究生培养的路径与挑战[J]. 中华护理教育, 2025, 22(12):1437-1444.
	Lin XH, Duan JY, Shen YQ, et al. Pathways and challenges of artificial intelligence empowering the cultivation of master of nursing specialist[J]. Chin J Nurs Educ, 2025, 22(12):1437-1444.

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

HTML

PDF(PC)

Like

Knowledge

Abstract

Cite this article

share this article

Figures/Tables 1

References 44

Related Articles 15

Metrics

Comments

Recommended 0

[1]	LU Haixia, LI Huiling, YAO Yi, CHEN Hua, YUE Peng, WU Yanming, SUN Hongyu, CHEN Yongyi. Current status，problems and strategies of palliative care education in the nursing field in China [J]. Chinese Journal of Nursing Education, 2026, 23(6): 645-650.
[2]	XU Hui, LU Meiling, ZHENG Rujun, ZHUANG Jiayuan, DONG Xue, WANG Juan, CHEN Yongyi. Construction of a core competency framework for advanced practice nurses in hospice care：a qualitative study from the perspective of multiple subjects [J]. Chinese Journal of Nursing Education, 2026, 23(6): 663-670.
[3]	ZHANG Yuhong, DONG Wei, WAN Yonghui, ZHANG Qing, ZHOU Wei, QIU Yanru. A qualitative study on the authentic experiences of trainees participating in a hospice care train-the-trainer program [J]. Chinese Journal of Nursing Education, 2026, 23(6): 670-675.
[4]	YE Lei, ZHUANG Mengyi, HE Ying, GUO Qiaohong, YU Huidan, LIANG Fang, LÜ Qin, YANG Bingxiang, GUO Jia. Construction and practice of an AI-empowered intelligent course in Nursing Ethics [J]. Chinese Journal of Nursing Education, 2026, 23(6): 683-689.
[5]	JIN Wentao, ZHAO Juanjuan, CAO Xi, BAI Yang, CHENG Li, ZHENG Jing, LI Kun. Analysis of the gap between nursing students’ acceptance and use behavior of artificial intelligence technology in courses and its causes [J]. Chinese Journal of Nursing Education, 2026, 23(6): 689-696.
[6]	CHEN Shuozhen, LI Yongtao, ZENG Fenlian, LUO Qian, CHEN Yao, TANG Weiwei, WU Xueshuang, KONG Lingna. Cross-cultural adaptation and psychometric testing of the Scale for the Assessment of Non-experts’ Artificial Intelligence Literacy among nursing students [J]. Chinese Journal of Nursing Education, 2026, 23(6): 697-704.
[7]	CAO Caiyi, LIU Xinyuan, WU Liping, XIE Wan, LU Hong, HAN Shuai, ZHANG Weichun. Artificial intelligence applications in undergraduate nursing education：a scoping review [J]. Chinese Journal of Nursing Education, 2026, 23(6): 704-712.
[8]	XIE Xiaofeng, LI Ka, YAO Liming, QING Ping, CUI Jinbo, ZHU Ling, ZHANG Fengying. Development and teaching implementation of an integrated nursing-management curriculum：practices and outcomes [J]. Chinese Journal of Nursing Education, 2026, 23(6): 713-718.
[9]	WANG Lin, ZHOU Ying, TAO Xingjuan. Designing and implementing ideological education in Geriatric Nursing：a scenario-based simulation approach [J]. Chinese Journal of Nursing Education, 2026, 23(6): 718-723.
[10]	GONG Yuanyuan, LI Qiong, HUANG Qi, OUYANG Linqi, GAO Bin. Practice and effect evaluation of integrating traditional Chinese medicine science popularization into the course of Traditional Chinese Medicine Nursing [J]. Chinese Journal of Nursing Education, 2026, 23(6): 724-731.
[11]	ZHENG Cheng, YANG Minfei, YAO Xiaoyue, ZHAO Yanxiang. Advances in the application of extended reality technology in nursing education [J]. Chinese Journal of Nursing Education, 2026, 23(6): 755-760.
[12]	WANG Huiying, LIU Mingxuan, WU Fangqin, ZHAO Yuhan, MIAO Yiqun, GUO Rong-rong, LUO Yuan, WU Ying. The application and effectiveness of the nursing clinical reasoning and decision-making model in Adult Nursing curriculum [J]. Chinese Journal of Nursing Education, 2026, 23(5): 517-523.
[13]	HU Huagang, LI Huiling, TIAN Li, HOU Yunying, MENG Hongyan, ZHANG Fang. Development and effectiveness analysis of the Clinical Nursing Thinking and Decision-Making course in the bachelor of nursing program [J]. Chinese Journal of Nursing Education, 2026, 23(5): 524-529.
[14]	WANG Xiujuan, FANG Yifan, HE Honglian, WEI Xiaolei, ZHU Zitian, LIANG Tao. Nursing case compilation and teaching practice based on Lateral Thinking Theory [J]. Chinese Journal of Nursing Education, 2026, 23(5): 530-534.
[15]	GUO Yucheng, XIA Liping, ZHU Weiyi, ZHANG Jing, ZHANG Ru, XU Jinghua, XUE Meiqin, QIAN Xin, JI Wentao. Instructional design and practice of a nursing professional competency training course oriented by cultivating clinical thinking ability [J]. Chinese Journal of Nursing Education, 2026, 23(5): 535-541.