Use and effectiveness of the arts for enhancing healthcare students' empathy skills: A mixed methods systematic review.

Levett-Jones, T; Brogan, E; Debono, D; Goodhew, M; Govind, N; Pich, J; River, J; Smith, J; Sheppard-Law, S; Cant, R

Use and effectiveness of the arts for enhancing healthcare students' empathy skills: A mixed methods systematic review.

Levett-Jones, T

Brogan, E

Debono, D

Goodhew, M Govind, N

Pich, J River, J

Smith, J Sheppard-Law, S

Cant, R

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Publisher:: CHURCHILL LIVINGSTONE
Publication Type:: Journal Article
Citation:: Nurse Educ Today, 2024, 138, pp. 106185
Issue Date:: 2024-07

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Field	Value	Language
dc.contributor.author	Levett-Jones, T https://orcid.org/0000-0003-4279-8957
dc.contributor.author	Brogan, E https://orcid.org/0000-0001-7790-6343
dc.contributor.author	Debono, D https://orcid.org/0000-0003-2095-156X
dc.contributor.author	Goodhew, M
dc.contributor.author	Govind, N https://orcid.org/0000-0001-7074-6404
dc.contributor.author	Pich, J
dc.contributor.author	River, J https://orcid.org/0000-0002-5270-4013
dc.contributor.author	Smith, J
dc.contributor.author	Sheppard-Law, S https://orcid.org/0000-0002-9971-9343
dc.contributor.author	Cant, R
dc.date.accessioned	2024-09-19T05:16:14Z
dc.date.available	2024-03-21
dc.date.available	2024-09-19T05:16:14Z
dc.date.issued	2024-07
dc.identifier.citation	Nurse Educ Today, 2024, 138, pp. 106185
dc.identifier.issn	0260-6917
dc.identifier.issn	1532-2793
dc.identifier.uri	http://hdl.handle.net/10453/180873
dc.description.abstract	OBJECTIVE: To identify, critically appraise and synthesise evidence of the use and effectiveness of the arts for enhancing pre-registration/prelicensure healthcare students' empathy skills. DESIGN: A systematic review of mixed methods literature. DATA SOURCES: A search of six electronic databases was conducted. REVIEW METHODS: Articles describing English language, peer-reviewed, primary research studies reporting empathy as an outcome of an arts-based intervention with pre-registration/prelicensure healthcare students (years 1-7) and published between 2000 and 2024 were eligible for inclusion. The JBI Manual for Evidence Synthesis guided the review and a convergent segregated methodology was used to synthesise the results. Methodological rigour of included studies was examined using the Mixed Methods Appraisal Tool. RESULTS: Twenty studies from 12 countries described the use of the arts to develop empathy, with visual arts being the most common approach (n = 8). Other modalities included film, drama, digital stories, literature, creative writing, music, poetry, photography and dance. Studies included nursing, medicine and dental, pharmacy and/or health sciences students. Ten studies used quantitative methods, three qualitative, and seven used mixed methods designs. Of the studies that presented pre-post outcome measures, nine reported significant gains in empathy scores at post-test and two reported non-significant gains in empathy. In eight studies, empathy scores demonstrated a significant intervention effect with effect sizes ranging from moderate (d = 0.52) to large (d = 1.19). Findings from qualitative studies revealed that arts pedagogies support students to better understand the perspectives of people with a lived experience of suffering but that these approaches are sometimes perceived negatively by students. CONCLUSIONS: Arts interventions generally have a positive effect on healthcare students' empathy levels and enable a nuanced conceptual understanding of empathy. Arts modalities used as a stimulus for active learning and supported with facilitated group-based discussion and/or reflection, tend to be most effective.
dc.format	Print-Electronic
dc.language	eng
dc.publisher	CHURCHILL LIVINGSTONE
dc.relation.ispartof	Nurse Educ Today
dc.relation.isbasedon	10.1016/j.nedt.2024.106185
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	1110 Nursing, 1302 Curriculum and Pedagogy
dc.subject.classification	Nursing
dc.subject.classification	3901 Curriculum and pedagogy
dc.subject.classification	4204 Midwifery
dc.subject.classification	4205 Nursing
dc.subject.mesh	Humans
dc.subject.mesh	Empathy
dc.subject.mesh	Art
dc.subject.mesh	Students, Health Occupations
dc.subject.mesh	Humans
dc.subject.mesh	Empathy
dc.subject.mesh	Students, Health Occupations
dc.subject.mesh	Art
dc.subject.mesh	Humans
dc.subject.mesh	Empathy
dc.subject.mesh	Art
dc.subject.mesh	Students, Health Occupations
dc.title	Use and effectiveness of the arts for enhancing healthcare students' empathy skills: A mixed methods systematic review.
dc.type	Journal Article
utslib.citation.volume	138
utslib.location.activity	Scotland
utslib.for	1110 Nursing
utslib.for	1302 Curriculum and Pedagogy
pubs.organisational-group	University of Technology Sydney
pubs.organisational-group	University of Technology Sydney/Faculty of Health
pubs.organisational-group	University of Technology Sydney/Faculty of Health/School of Nursing and Midwifery
pubs.organisational-group	University of Technology Sydney/Faculty of Health/School of Public Health
pubs.organisational-group	University of Technology Sydney/UTS Groups
pubs.organisational-group	University of Technology Sydney/UTS Groups/UTS Ageing Research Collaborative (UARC)
pubs.organisational-group	University of Technology Sydney/UTS Groups/Climate Change & Health Research Collaborative (CCHRC)
utslib.copyright.status	open_access	*
dc.rights.license	This work is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0). To view a copy of this license, visit https://creativecommons.org/licenses/by/4.0/
dc.date.updated	2024-09-19T05:16:12Z
pubs.publication-status	Published
pubs.volume	138

Abstract:

OBJECTIVE: To identify, critically appraise and synthesise evidence of the use and effectiveness of the arts for enhancing pre-registration/prelicensure healthcare students' empathy skills. DESIGN: A systematic review of mixed methods literature. DATA SOURCES: A search of six electronic databases was conducted. REVIEW METHODS: Articles describing English language, peer-reviewed, primary research studies reporting empathy as an outcome of an arts-based intervention with pre-registration/prelicensure healthcare students (years 1-7) and published between 2000 and 2024 were eligible for inclusion. The JBI Manual for Evidence Synthesis guided the review and a convergent segregated methodology was used to synthesise the results. Methodological rigour of included studies was examined using the Mixed Methods Appraisal Tool. RESULTS: Twenty studies from 12 countries described the use of the arts to develop empathy, with visual arts being the most common approach (n = 8). Other modalities included film, drama, digital stories, literature, creative writing, music, poetry, photography and dance. Studies included nursing, medicine and dental, pharmacy and/or health sciences students. Ten studies used quantitative methods, three qualitative, and seven used mixed methods designs. Of the studies that presented pre-post outcome measures, nine reported significant gains in empathy scores at post-test and two reported non-significant gains in empathy. In eight studies, empathy scores demonstrated a significant intervention effect with effect sizes ranging from moderate (d = 0.52) to large (d = 1.19). Findings from qualitative studies revealed that arts pedagogies support students to better understand the perspectives of people with a lived experience of suffering but that these approaches are sometimes perceived negatively by students. CONCLUSIONS: Arts interventions generally have a positive effect on healthcare students' empathy levels and enable a nuanced conceptual understanding of empathy. Arts modalities used as a stimulus for active learning and supported with facilitated group-based discussion and/or reflection, tend to be most effective.

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http://hdl.handle.net/10453/180873