Effects of a Nonviolent Communication Education Program on Empathy, Interpersonal Relationships, Stress, and Resilience among Korean Nursing Students
,
Abstract
Background: This randomized and controlled pre- and post-test experimental study investigated the effects of a nonviolent communication education program on empathy, interpersonal relationships, stress, and resilience among Korean nursing students.
Methods: We included 51 Korean nursing students from a university in Busan Metropolitan City, Republic of Korea, with 26 in the experimental group and 25 in the control group. Data were collected from May to August 2024, and the nonviolent communication education program was conducted for 8 hours daily. To confirm program effectiveness, the participants were asked to practice nonviolent communication during the 5 weeks of participation in the program, and a reflection journal was to be written daily. The collected data were analyzed using descriptive statistics, χ2-tests, independent t-tests, and a repeated-measures analysis of variance.
Results: The over-time change in empathy and interpersonal relationship scores in the experimental group was significantly different from those in the control group (F=8.540, P<0.001 and F=3.654, P=0.029, respectively). However, the over-time change in stress and resilience scores in the experimental group was not significantly different from those in the control group (F=0.366, P=0.851 and F=0.256, P=0.775, respectively).
Education programConclusion: The nonviolent communication education program was effective in promoting empathy and interpersonal relationships among nursing students. However, its effects on stress and resilience were not significant. Periodic implementation of the program coupled with stress-relief strategies may be effective. A long-term program must be implemented to verify changes in nursing students’ self-understanding. Moreover, further research is needed on the sustainability of the program’s effects.
2. Rosenberg M, Chopra D (2015). Nonviolent Communication: A Language of Life: Life-Changing Tools for Healthy Relationships (Nonviolent Communication Guides). Pud-dleDancer Press, CA, USA.
3. Davis MH (1996). Empathy: A social psychologi-cal approach. Madison, Wis.: Brown & Benchmark Publishers, Boulder, CO, USA.
4. Jeong HS, Lee KL (2015). Empathy and clinical practice stress in nursing student. Journal of the Korea Academia-Industrial coop-eration Society, 16(9):6044-52.
5. Morgan S, Yoder LH (2012). A concept analysis of person-centered care. J Holist Nurs, 30(1):6-15.
6. Kunyk D, Olson JK (2001). Clarification of conceptualizations of empathy. J Adv Nurs, 35(3):317-25.
7. Ozcan CT, Oflaz F, Bakir B (2012). The ef-fect of a structured empathy course on the students of a medical and a nursing school. Int Nurs Rev, 59(4):532-38.
8. Kim SA, Park JH, Lee HW (2004). The de-velopment and effect of comprehensive communication course for nursing stu-dents. J Korean Acad Nurs, 34(3):412-20.
9. Leodoro JL (2024). Umbrella Review: Stress Levels, Sources of Stress, and Coping Mechanisms among Student Nurses. Nurs Rep, 14(1):362-75.
10. Sonmez Y, Akdemir M, Meydanlioglu A, et al (2023). Psychological distress, depres-sion, and anxiety in nursing students: A longitudinal study. Healthcare, 11(5):636.
11. Pulido-Criollo F, Cueto-Escobedo J, Guil-lén-Ruiz G (2018). Stress in Nursing Univer-sity Students and Mental Health. InTechOpen. http://dx.doi.org/10.5772/intechopen.72993
12. Connor KM, Davidson JRT (2003). Devel-opment of a new resilience scale: The Connor‐Davidson resilience scale (CD-RISC). Depress Anxiety, 18(2):76-82.
13. Kumpfer KL, Summerhays JF (2006). Pre-vention Approaches to Enhance Resili-ence among High-Risk Youth: Com-ments on the Papers of Dishion & Connell and Greenberg. Ann N York Acad Sci, 1094:151-63.
14. Klainin-Yobas P, Vongsirimas N, Debbie Q, et al (2021). Evaluating the relation-ships among stress, resilience and psy-chological well-being among young adults: a structural equation modelling approach. BMC Nurs, 20:119.
15. Tugade MM, Fredrickson BL (2004). Resili-ent individuals use positive emotions to bounce back from negative emotional experiences. J Pers Soc Psychol, 86(2):320.
16. Jung HY, Lee YH, Park JH (2023). Effects of Customized Communication Training on Nonviolent Communication, Non-verbal Communication, and Self-Acceptance: Evidence from Korean Nursing Students. Iran J Public Health, 52(9):1942-51.
17. Leu L (2015). Nonviolent Communication Com-panion Workbook, 2nd Edition: A Practical Guide for Individual, Group, or Classroom Study (Nonviolent Communication Guides). PuddleDancer Press, CA, USA.
18. Park JH, Jung HY, Lee YH (2024). A Guide-book for Human Relationships and Effective Communication: Experiencing the Power of Change. Hangeulmunhwasa, Seoul, Re-public of Korea.
19. Sully P, Dallas J (2005). Essential communica-tion skills for nursing. Elsevier Mosby. Ed-inburgh, New York, USA.
20. Han NR, Lee DG (2010). Validation of the Korean version of the interpersonal competence questionnaire in Korean college students. The Korean J Counseling and Psychotherapy, 22(1):137-56.
21. Schlein A, Guerney BG (1971). Relationship enhancement. Josey-Bass, Sanfrancisco, CA, USA.
22. Seo KW, Ahn JA, Choi EY, et al (2024). Ef-fect of psychosocial factors on auto-nomic nervous system activity in pa-tients with heart failure. Medicine, 103(9):e37339
23. Yang YH, Kim EM, Yu M, et al (2015). De-velopment of the resilience scale for Korean nursing college students. Korean J Adult Nurs, 27(3):337-46.
24. Bang BM, Lee SY, Cheong JO (2015). Em-pirical study on the turn-over intention of university hospital nurses. J Digit Con-verg, 13(2):205–13.
25. MacKenna V, Díaz DA, Chase SK, et al (2021). Self-Debriefing After Virtual Simulation: Measuring Depth of Reflec-tion. Clin Simul Nurs, 52:59-67.
26. Sim BH, Lee YS, Ahn SA (2016). The Effect of Nonviolent Communication Program on Nurse’s Interpersonal Competence, Job Stress and Spiritual Wellness. Journal of the Korea Academia-Industrial cooperation Society, 17(9):375-86.
27. Jung HG, Yang YK (2018). Hospital Nurses' Experiences of Conflict and Conflict Resolution. Korean J Occup Health Nurs, 27(1):13-24.
28. Yoon MR, Baek HC, Kim I, et al (2022). Occupational Stress in Korean Hospital Nurses: Secondary Data Analysis of the Development of a Korean Nurses' Oc-cupational Stress Scale. J Korean Acad Nurs Adm. 28(4):393-405.
29. Lee SW, Kim BY (2024). Effects of a Non-violent Dialogue Program Based on the Empathetic Communication Model on Nurses' Interpersonal Skills, Communi-cation Skills, Empathy, and Job Stress. Korean J Converg Sci, 13(7):177-92.
| Files | ||
| Issue | Vol 54 No 3 (2025) | |
| Section | Original Article(s) | |
| Keywords | ||
| Education program Empathy Interpersonal relationships Nonviolent Nursing students Stress | ||
| Rights and permissions | |
|
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
