Nurse education today · 2026
Exploring empathy revitalization in nursing education: A game-based study.
СтатьяНазвание и аннотация: Перевод в очереди
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Lu Chueh-Fen, Okoli Chizimuzo T C, Tung Ching-Chuan
Аннотация
BACKGROUND: Empathy is fundamental to nursing practice, yet sustaining empathic engagement remains a pedagogical challenge in demanding clinical environments. This study introduces a novel game-based intervention designed to facilitate emotional expression and reflection through guided interaction.
OBJECTIVES: This study evaluated an empathy-focused board game, specifically developed by the authors, as a pedagogical strategy. We explored participants' meaning-making during scenario-based play and examined the perceived value of this approach in supporting clinical practice. Finally, we considered the implications for nursing education and professional development.
METHODS: A qualitative study using interpretative phenomenological analysis (IPA) was conducted. Purposeful sampling recruited 82 registered nurses from five hospitals in northern and central Taiwan (aged 21-41 years). Learning sessions included free writing, role play, and guided discussion. Audio-recorded dialogue and written reflections were analyzed iteratively to identify patterns of meaning.
RESULTS: Findings were organized into the Empathy Competence Cycle in Nursing, comprising depletion and revitalization phases. The depletion phase included three interrelated themes: (1) compassion fatigue exhausting empathy; (2) perceived medical hierarchy shaping empathic expression; and (3) emotional burden arising from societal and professional role expectations. The revitalization phase comprised three processes: facilitating emotional expression, promoting reflection, and fostering empathic re-engagement.
CONCLUSIONS: Empathy was experienced as a fluctuating, context-dependent relational capacity. The board game provided a novel, non-evaluative "third space" for emotional articulation and peer reflection, which participants linked to sustaining empathic engagement in challenging clinical contexts. Integrating structured reflective game-based learning into nursing education and professional development could support nurses' ongoing empathic practice and well-being.
OBJECTIVES: This study evaluated an empathy-focused board game, specifically developed by the authors, as a pedagogical strategy. We explored participants' meaning-making during scenario-based play and examined the perceived value of this approach in supporting clinical practice. Finally, we considered the implications for nursing education and professional development.
METHODS: A qualitative study using interpretative phenomenological analysis (IPA) was conducted. Purposeful sampling recruited 82 registered nurses from five hospitals in northern and central Taiwan (aged 21-41 years). Learning sessions included free writing, role play, and guided discussion. Audio-recorded dialogue and written reflections were analyzed iteratively to identify patterns of meaning.
RESULTS: Findings were organized into the Empathy Competence Cycle in Nursing, comprising depletion and revitalization phases. The depletion phase included three interrelated themes: (1) compassion fatigue exhausting empathy; (2) perceived medical hierarchy shaping empathic expression; and (3) emotional burden arising from societal and professional role expectations. The revitalization phase comprised three processes: facilitating emotional expression, promoting reflection, and fostering empathic re-engagement.
CONCLUSIONS: Empathy was experienced as a fluctuating, context-dependent relational capacity. The board game provided a novel, non-evaluative "third space" for emotional articulation and peer reflection, which participants linked to sustaining empathic engagement in challenging clinical contexts. Integrating structured reflective game-based learning into nursing education and professional development could support nurses' ongoing empathic practice and well-being.