Conceptual
Framework
Conceptual Framework Outline
This is the model recommended for creating a culture of
empathy based on the literature review completed.
Narrative - Creative writings incorporating art to share personal stories of illness and experience. 11% of the framework is allocated to narratives as students must first be competent in communication training then self-reflection first.
Self-Reflection - Self-reflecting on all experiences that may positively or negatively affect students throughout training is essential to empathy training, which is why 25% of the conceptual framework is allocated to this.
Patient Interaction - 14% of the curriculum is allocated to patient-interaction as there are many components that must occur before students interact with real patients.
Communication Training - Working on nonverbal and verbal communication techniques is essential in providing adequate patient care, which is why 25% of the conceptual framework is dedicated to communication training.
Simulation - Simulation consists of virtual or standardized patients acting to prepare students for the future. 17% of the curriculum is allocated to simulation as it a stepping stone for patient interaction as well as a key component of practicing communication skills.
Mentorship - Building relationships with mentors and facilitators who can act as role models will be the primary purpose of mentorship. As this involves administrative support and is time-consuming, it is only 8% of this conceptual framework since it relies heavily on outside resources.
Every piece of the pie chart shown above holds a value and works to create a change in the culture of empathy. “The bottom line is that learning is a complex process and students learn in various ways” (Guild, 1997, p. 31). A complex framework will be a difficult challenge for educators and administration, but considering the literature reviewed, incorporating all of the suggested components will be well worth it. As mentioned numerous times, empathy is not just for patient-centred care. It is for the student to grow and apply their communication skills, reflect on their experiences, create relationships with their colleagues and be creative in expressing themselves to eliminate stress and hazards that may diminish a lack of empathy.
“Educators who believe concepts of learning styles, brain-based education, and multiple intelligences bring an approach and attitude’ to their teaching of focusing on how students learn and the unique qualities of each learner” (Guild, 1997, p. 30). In each objective, the learner will have an opportunity to demonstrate their strengths as well as develop their professional identity.
For example, if a student is struggling with their communication skills when interacting with patients either verbally or nonverbally, the proposed framework would ensure that they express their challenges through reflection and narrative writing to determine the root of the problem.