Background: Empathy is a desired characteristic in nurses, but its development is often overlooked in nursing simulation.
Purpose: This study evaluated the effect of a storytelling and empathy training intervention to enhance empathy development in simulation-based learning.
Methods: A quasi-experimental control group design was used to evaluate differences in self-perceived and observed empathy in undergraduate nursing students (N = 71). Relationships between self-perceived and observed empathy were also assessed.
Results: Repeated-measures analysis of variance revealed a statistically significant increase in self-perceived empathy, and higher, but nonstatistically significant differences in observed empathy for subjects in the treatment condition. No relationship between self-perceived and observed empathy was observed.
Conclusions: Storytelling and empathy training may augment simulation-based learning experiences to promote empathy development in undergraduate nursing students.
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