Understanding Empathic Engagement of a Fourth-Year Nursing Student Through Narrative Inquiry

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dc.contributor.advisorJubas, Kaela
dc.contributor.authorSealock, Kara
dc.contributor.committeememberGroen, Janet Elizabeth
dc.contributor.committeememberRosenal, Tom W.
dc.date2019-06
dc.date.accessioned2019-05-03T17:20:30Z
dc.date.available2019-05-03T17:20:30Z
dc.date.issued2019-05-02
dc.description.abstractThere has been substantial research on empathy and the components of empathy for nursing education and nursing practice (Alligood, 1992; 2007; Evans et al., 1998; Gagan, 1983; Kalisch, 1973; Kunyk & Olson, 2001; Morse et al., 1992; Ward, 2016; Ward et al., 2012) but very little research has addressed how students come to understand empathic engagement, a social phenomenon of human connection. Empathic engagement is a liminal relational experience, based on the principles of empathy and humanistic values that leads to a spatiotemporal phenomenon of human interconnectedness. Empathic engagement moves beyond feeling empathy for a person, beyond empathic concern and elements of cognitive empathy. In this study, I explored explore how fourth-year nursing students come to understand and recognize empathic engagement in their work and how students make meaning from this unique phenomenon in nursing practice. This study used narrative inquiry by way of written and visual narratives, followed by a face-to-face semi-structured conversation between the participant and the researcher about the participant’s experience. “Humans are story-telling organisms who, individually and socially, lead storied lives” (Connelly & Clandinin, 1990, p. 2). The use of narratives enabled participants to express his or her constructed and objective reality and to articulate “the temporality and liminality of human beings’ interpretation of their lives” (Sandelowski, 1991, p. 161). Fulford (1999) notes, “stories are how we explain, how we teach, how we entertain ourselves, and how we often do all three at once” (p. 9). The outcomes of this study introduced four phases of empathic engagement and will add new knowledge to nursing curricula addressing humanistic values of nursing practice.en_US
dc.identifier.citationSealock, K. (2019). Understanding Empathic Engagement of a Fourth-Year Nursing Student Through Narrative Inquiry (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/36467
dc.identifier.urihttp://hdl.handle.net/1880/110285
dc.language.isoengen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.subjectempathyen_US
dc.subjectempathic engagementen_US
dc.subjectnursing studentsen_US
dc.subjectnursing educationen_US
dc.subjecthumanityen_US
dc.subjectnarrative inquiryen_US
dc.subject.classificationEducation--Adult and Continuingen_US
dc.subject.classificationNursingen_US
dc.titleUnderstanding Empathic Engagement of a Fourth-Year Nursing Student Through Narrative Inquiryen_US
dc.typedoctoral thesisen_US
thesis.degree.disciplineEducation Graduate Program – Educational Researchen_US
thesis.degree.grantorUniversity of Calgaryen_US
thesis.degree.nameDoctor of Education (EdD)en_US
ucalgary.item.requestcopytrue
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