Hemşirelik Öğrencilerinde Empatik Eğilim, Duyarlı Sevgi ve Ontolojik İyi Oluş Arasındaki İlişki: Ebeveynlik Tutumlarının Rolü
Author :
Abstract
Aim:Developing affective and relational qualities, such as sensitive love, empathic tendency, and emotional and ontological well-being, is essential in nursing education. These factors influence students’ academic success and their ability to provide compassionate, person-centered care. Exploring the relationships between these variables and perceived parental attitudes can inform strategies to strengthen emotional and professional development among nursing students.
Methods:This study used a descriptive and correlational design. It was conducted during the 2022–2023 academic year with first- and second-year nursing students from a foundation and a state university in Ankara, Türkiye. Data were collected online using the Responsive Love Scale, Emotional Well-Being Scale, Ontological Well-Being–Life Project Scale, Leuven Perceived Parenting Scale, and Empathic Tendency Scale. Descriptive statistics and t-tests were employed to analyze the data.
Results:Of the participants, 67.9% were from a foundation university, 90.7% were female, and the mean age was 20 years. Significant differences were observed in the ontological well-being sub-dimensions “regret” and “taking action” by school type (p<0.05). Male students showed higher positive emotional well-being, whereas female students reported higher maternal behavioral control (p<0.05). Empathic tendency correlated positively with positive emotional well-being, hope, and parental sensitivity and negatively with negative emotional well-being and ontological nothingness (p<0.01).
Conclusion:Enhancing emotional and ontological well-being, empathy, and sensitive love through integrated nursing curricula may foster students’ holistic development and readiness to deliver compassionate, person-centered care.
Keywords
Abstract
Aim:Developing affective and relational qualities, such as sensitive love, empathic tendency, and emotional and ontological well-being, is essential in nursing education. These factors influence students’ academic success and their ability to provide compassionate, person-centered care. Exploring the relationships between these variables and perceived parental attitudes can inform strategies to strengthen emotional and professional development among nursing students.
Methods:This study used a descriptive and correlational design. It was conducted during the 2022–2023 academic year with first- and second-year nursing students from a foundation and a state university in Ankara, Türkiye. Data were collected online using the Responsive Love Scale, Emotional Well-Being Scale, Ontological Well-Being–Life Project Scale, Leuven Perceived Parenting Scale, and Empathic Tendency Scale. Descriptive statistics and t-tests were employed to analyze the data.
Results:Of the participants, 67.9% were from a foundation university, 90.7% were female, and the mean age was 20 years. Significant differences were observed in the ontological well-being sub-dimensions “regret” and “taking action” by school type (p<0.05). Male students showed higher positive emotional well-being, whereas female students reported higher maternal behavioral control (p<0.05). Empathic tendency correlated positively with positive emotional well-being, hope, and parental sensitivity and negatively with negative emotional well-being and ontological nothingness (p<0.01).
Conclusion:Enhancing emotional and ontological well-being, empathy, and sensitive love through integrated nursing curricula may foster students’ holistic development and readiness to deliver compassionate, person-centered care.
