Abstract
Aim/Objective
To holistically assess cognitive and emotional empathy development among nursing students in a resource-limited Middle Eastern setting, examine the cultural validity of Western empathy thresholds, and identify implications for holistic oncology nursing education.
Background
Empathy is essential for whole-person, healing-centered care, especially in oncology, yet its measurement remains dominated by Western tools with limited evidence from non-Western contexts.
Desig
A descriptive cross-sectional study at three Palestinian universities.
Methods
A stratified sample of 320 nursing students completed the Jefferson Scale of Empathy (JSE). Data were analyzed using descriptive statistics, non-parametric tests, Spearman correlations, and multiple regression.
Results
Students demonstrated moderate total empathy (M = 98.21, SD = 16.54) with a marked cognitive-emotional gap. Cognitive empathy (Perspective-Taking) increased significantly from first (M = 52.10) to fourth year (M = 66.35), whereas emotional empathy (Compassionate Care) remained stable and low (M≈23). Perspective-Taking was the strongest predictor of total empathy. Exposure to integrated palliative care content was associated with higher empathy scores.
Conclusions
Cognitive empathy developed with education, while emotional empathy did not, revealing an imbalance in holistic empathy development. Western classification thresholds may misrepresent culturally distinct empathy patterns. Nursing education should integrate culturally grounded, spiraled empathy training within a holistic framework to nurture the whole-person empathetic capacity essential for oncology and healing-centered care.
Get full access to this article
View all access options for this article.
References
Supplementary Material
Please find the following supplemental material available below.
For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.
For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.
