جستجوی مقالات مرتبط با کلیدواژه « همدلی » در نشریات گروه « پزشکی »

Given the importance of empathy in the process of caring for patients, this study investigated the level of empathy and its associated factors among medical residents at Ahvaz Jundishapur University of Medical Sciences (AJUMS).

This cross-sectional study was conducted at AJUMS in 2022. All 473 medical residents who were studying at AJUMS were included in the study using census method. Participants completed the Jefferson Scale of Physician Empathy. This scale has 20 items that are scored based on a 7-point Likert scale. Data were analyzed using independent t-test, ANOVA, and Pearson's correlation coefficient.

The number of medical residents who completed the questionnaires was 290 (response rate 61.3%). These medical residents' mean score of empathy was 102.81±12.75 (out of a total of 140 points). Empathy scores had no statistically significant relationship with sex, marital status, and entry year (p˃ 0.05). Pearson's correlation coefficient showed that there is a significant relationship between the level of empathy and age (r=0.223, p=0.001). Also, there was a significant difference between the empathy scores of medical residents of different specialties (p=0.0001, F=5.249), with the psychiatry residents having the highest mean empathy score (118.31±6.1) and the ophthalmology residents having the lowest (92.85±14.2).

The findings showed that the empathy score of the residents is at a moderate level, and given the significant difference between the empathy scores of residents of different specialties, it can be argued that empathy changes under the influence of the clinical education environment and is a teachable skill.

Nurses are one of the important groups in the hospital.  Considering the stressful conditions of the hospital environment, having appropriate empathy in nurses is of great importance. Therefore, the present study was conducted with the aim of determining the level of empathy of nurses in the work environment in Kawsar Hospital in Sanandaj city in 2022.

The present study was conducted through a cross-sectional design in 2022 on nurses working in different departments of Kawsar Hospital in Sanandaj. 451 nurses were studied by census method. The data were collected using the standard questionnaires of demographic information, the interpersonal empathy, and the nurse-patient empathy by self-reporting and were analyzed by SPSS version 26. A significance level of 0.05 was considered.

The results showed that the overall score of nurses' interpersonal empathy and nurse's empathy with patients were 144.25±34.34, 64.11±8.34, respectively, which is in the middle range of the scores of the questionnaires. Also, the results of Pearson correlation test showed that there was a positive and significant correlation between the total score of nurses' interpersonal empathy and the total score of nurse-patient empathy. (r=0.456), (p<0/05).

Considering the range of empathy scores, which both are at the average level, there is a need to improve it. Therefore, according to the positive consequences of the presence of empathy in the hospital environment, it is necessary to help improve the level of empathy in nurses as much as possible through academic training, in service training, and encouragement from  authorities.

Empathy is a combination of emotional and cognitive care which has the most positive effect on health outcomes and consistency in patients. This study aims to investigate the effect of empathy training on employee motivation, moral sensitivity and alexithymia in the nurses working at Bahonar hospital, Kerman.

This quasi-experimental study was conducted on 80 nurses working at Shahid Bahonar Hospital, Kerman in 2020, who were selected through census method. They were then divided into the two groups of intervention and control. The empathy training program was held through eight 90-minute sessions for the intervention group, focusing on four-factor psychotherapy, developed by Vaziri & et al(2011). The control group received no training. Data collection was done using 3 tools, including Employee Motivation Survey, the Moral Sensitivity Questionnaire (MSQ) and the Toronto Alexithymia Scale (TAS). The data was then analyzed with SPSS23.EthicalConsiderations:In order to organize this research, while observing the authenticity of the texts, honesty and fidelity have been observed.

The results showed that empathy training has impacts on employee motivation, moral sensitivity and alexithymia (P<0.001)in the nurses working at Shahid Bahonar Hospital, Kerman.

The obtained results showed that empathy training has impacts on employee motivation, moral sensitivity and alexithymia in nurses; therefore, it can be used to empower nurses

The present study was conducted to investigate the efficacy of training philosophy for children on the empathy of 9-12-year-old children. The present study was quasi-experimental with pretest, posttest and control group design method. Two-month follow-up period was implemented too. The statistical population of the present study included 9-11-year-old children in the city of Tehran in academic year 2021-22. Thirty two children with low empathy were selected through purposive sampling method and randomly accommodated into experimental and control groups. The experimental group received twelve sixty-minute sessions of training philosophy for children during one-and-a-half months. The applied questionnaires included Empathy Scale (ES) (Jolliffe, Farrington, 2006). The collected data were analyzed through mixed ANOVA and Bonferroni test via SPSS23 software. The results showed that training philosophy for children has significant effect on empathy (F=34.87, Eta-0.54, P<0001) of 9-11-year-old children. According to the findings of the study it can be concluded that training philosophy for children can be used as an efficient method to improve the children’s empathy through employing deep conversation and creating internal empowerment in the child.

Empathy is one of the most effective indicators of nursing performance, therefore understanding the concept of empathy in the ICU seems necessary to provide better care in this challenging environment. However, empathy faces barriers in this area. This study was conducted using the content analysis approach with the aim of explaining the factors that inhibit empathy in intensive care nurses.

In this qualitative study, 12 semi-structured interviews with an average duration of 30-45 minutes were conducted with ICU nurses selected by purposive sampling during the period 2021-2022. The interviewees' statements were analysed after being recorded and converted into text using MAXQDATA 11 software and conventional content analysis methods.

The coding process was carried out after removing duplicate codes and merging similar codes as a continuous comparative analysis. Eleven subcategories and three main themes were identified, including "organisational barriers", "individual barriers" and "barriers related to environmental and cultural factors". ". Finally, the general theme (the main theme) was obtained under the title 'Barriers to empathy in nurses'.

The results of this study showed that intensive care nurses face significant barriers to empathy. Given that knowledge of the barriers to empathy and their removal will contribute greatly to improving patient care, it is necessary to identify and remove the existing barriers known to managers and policy makers.

Bullying in schools is a type of interpersonal violence that can have adverse short-term and long-term academic and social consequences. Therefore, the present study was conducted to determine the effectiveness of bullying prevention education on bullying, empathetic behaviors, and academic procrastination among students.

This semi-experimental research was carried out with a pretest-posttest and follow-up design. The statistical population included all boy students aged 12 to 15 in a secondary school in Isfahan City. To carry out the research, 30 of the mentioned students with an average or higher cut-off score in the bullying behavior questionnaire were purposefully selected. To evaluate the pre-test, the students completed the Bullying Behavior Questionnaire by Splich and Hallett (2001), the Empathic Behavior Questionnaire by Vossen et al. (2015), and the Academic Procrastination by Solomon and Rothblum (1984). In the next step, the experimental group received bullying prevention training proposed by Akbari Balootbangan (2018), while the control group received no training. The data was analyzed through analysis of variance with repeated measurement variance.

The results showed that, in the post-test and follow-up stages, there was a significant difference in the variables of bullying behaviors, academic procrastination, empathic behaviors, and the dimensions of these variables between the control group and the experimental or bullying prevention training group (P<0.001). The effect of bullying prevention training on reducing bullying behaviors and academic procrastination and increasing sympathetic behaviors was in the post-test 0.94, 0.89, and 0.63, respectively, and 0.93, 0.90, and 0.60 in the follow-up phase.

Therefore, it can be said that if the bullying prevention program is provided in schools and educational places for children and students, it will prevent the occurrence of bullying behavior and academic procrastination and lead to the learning of empathy.

Due to the complexity of the industrial society, the number of people exposed to injury and the problems that people face increases. Students are a group of people who face many challenges daily. Students face scientific, social, financial and competitive pressures and obstacles. Therefore, resilience plays an essential role in the well-being and success of students. Studies show the role of self-compassion, empathy, and spiritual well-being in individual resilience, and there is a research gap in examining the resilience of people who use emotion-oriented coping strategies. This research was conducted with the aim of explaining the mediating role of emotion-oriented coping strategy in the relationship between self-compassion, empathy and spiritual well-being with resilience in students.

The method of the present research was a descriptive correlation of the type of structural equations and the statistical population of the study included all students of the Islamic Azad University of Yazd branch in the academic year 1401-1402, 420 of whom were selected by a one-stage cluster sampling method and 20 people from the sample group, the data of 400 of them were analyzed. The data collection tools included Connor and Davidson resilience questionnaire (2003), Rice self-compassion questionnaire (2011), Davis empathy questionnaire (1983), spiritual well-being questionnaire (1982) and Lazarus and Folkman coping strategies questionnaire (1980). . Data analysis was also done by structural equation modeling and PLS.

The obtained findings indicate that the resilience model based on self-compassion, empathy and spiritual well-being with the mediating role of emotion-oriented coping strategy in students has a good fit. 05/.

According to the findings obtained in the present study, it seems that emotion-oriented coping strategies play a mediating role in the relationship between self-compassion, empathy, and spiritual well-being with resilience in students. The results of this research can be a guide for higher education centers, families and counselors in order to improve emotion-oriented coping strategies, self-compassion, empathy and spiritual well-being in students and improve resilience.

Background and Objectives Empathy plays a social role in interpersonal relationships, including interactionsbetween doctors and patients. This study aims to investigate the level of empathy in students AhvazJundishapur University of Medical Sciences (AJUMS) and its relationship with age, sex, and religiosity.Subjects and Methods In this cross-sectional descriptive study, participants were 361 AJUMS students,who were selected using a convenience sampling method in 2020. Jefferson scale of empathy and Glock& Stark religiosity scale were used to collect data. Data were analyzed using an independent t-test,Pearson correlation test, and linear regression.Results The mean total empathy score of students was 106.42±14.82, and their mean total religiosityscore was 57.04±14.19. A statistically significant relationship was observed only between empathyand the emotions dimension of religiosity (r=0.125, P=0.018). No significant relationship was observedbetween empathy and the total score of religiosity and its other dimensions. The mean empathy score infemale students was significantly higher than in male students (109.15 vs. 103.02, P˂0.001). Regressionanalysis results showed that the emotions dimension of religiosity, age, and sex were able to predict thelevel of empathy in students.Conclusion The empathy in AJUMS students is at a relatively favorable level, and has a positive significantcorrelation with the emotions dimension of religiosity in them. It is recommended to develop plans tostrengthen the empathy of medical students and include an educational course in their curriculum sothat they be able to improve the mental and spiritual health of patients.

Vitality and empathy are very important for the better functioning of preschool children. Therefore, the present study aimed to compare the effectiveness of life skills training and affective capital training in buoyancy and empathy among 4-6-year-old children.

This research was a quasi-experimental study with a pretest, posttest, and follow-up design with a control group. The statistical population included preschool children in preschool centers in the winter of 2022 in Isfahan, Iran. Out of them, 45 preschool children were selected by purposive sampling method and randomly assigned to two experimental groups and a control group (15 children for each group). The vitality (Buoyancy) scale of Bang et al. (2019) and the empathy questionnaire of Davis (1980) were used to assess dependent variables in three stages. The two training groups were each trained for ten 45-minute sessions, and the control group did not receive any training. The data were analyzed using an analysis of covariance and post hoc Bonferroni test.

The results pointed out that there was a significant difference between life skills training and affective capital training with the control group in vitality (P<0.01); nonetheless, there was no significant difference between the two training groups (P>0.05). In empathy, only there was a significant difference between affective capital training and the control group (P<0.01).

Considering the effectiveness of life skills training and affective capital training in improving vitality and the effectiveness of affective capital training on improving empathy, it is suggested that this training be used in preschool centers for 4-6-year-old children.

Nurses have an undeniable role in the health system and the improvement of health services in the country has always been done by strengthening aspects related to nursing. In this regard, the present research was conducted to investigate the effectiveness of nurses' empathy-based intervention on empathy, managing pro-social behavioral tendencies, and violent acts of patients.

The current study was a semi-experimental study with a pre-test-post-test design with a control group. The statistical population of the research consisted of nurses in the 6th district hospitals of Tehran city in 2019. Among these, 40 nurses were selected using the available sampling method and randomly placed in experimental and control groups. The research tools consisted of the scale of empathy benefit (Baron-Cohen & Wheelwright, 2004), the prosocial behavior tendency scale (Baumsteiger & Siegel, 2019), and the scale of attitude toward the management of aggression and violence (Duxbury, 2013). Intervention based on empathy was provided in 10 sessions for participants in the experimental group. Data analysis was done using multivariate analysis of covariance in SPSS24 software.

The results showed that the empathy-based intervention on empathy significantly increases empathy, prosocial behavioral tendencies, mutual perspective, external perspective, biological perspective, and understanding of clinical management in nurses (P<0.001). Also, 72% of the total variances of the intervention and control groups are caused by the effect of the independent variable.

Based on the findings of the present research, it can be stated that empathy is an effective structure in the efficiency of nurses. In this regard, intervention based on empathy can lead to an increase in empathy, an increase in the desire to perform pro-social behaviors, and an improvement in the attitude towards the management of patients' aggression and violence in nurses, which can ultimately lead to positive results for health systems. brought nurses and patients at different psychological, social, economic, and even physical levels.

Even though clinical empathy is one of the clinical competencies of medical students and there is a high emphasis on teaching and learning, it decreases during medical education. This study investigated the relationship between burnout, quality of life and clinical empathy in medical students.

this exploratory cross-sectional study used the Jefferson empathy questionnaire, WHO quality of life questionnaire and burnout inventory. All three questionnaires are standard, and their validity and reliability have been confirmed in various studies in Iran. The research population was the Ardabil University of Medical Sciences internship medical students, for which the census sampling method was used. Various statistical tests, such as Pearson and spearman correlation, Chi-square, etc., were used for data analysis.

Out of 130 students, 128 (98.4%) completed all of the questionnaires. Data analysis showed that 98% of students suffered from moderate burnout and 2% of them had severe burnout. About 44% of students were satisfied or very satisfied with their health status and 33% of students were dissatisfied or very dissatisfied. The mean score of clinical empathy in students was 79.46±9.82. Data analysis showed a statistically significant inverse relationship between quality of life and burnout (p=0.0001).

Considering that the situation of students was not very favorable in terms of all three variables, non-curricular programs seem to be essential for improving student adaptation mechanisms to the job-related situations in medical students and promoting clinical empathy.

Nurses, as one of the important groups in the health field, are exposed to problems such as compassion fatigue, which requires empathy as an important characteristic. Thus, therapeutic interventions to reduce compassion fatigue and increase empathy should be considered. Therefore, this research aimed to study the effectiveness of Mindfulness-Based Stress Reduction (MBSR) group therapy on compassion fatigue and empathy of nurses.

The present study was a semi-experimental study. Sixty nurses working in Arefian Hospital in Urmia were randomly selected and divided into two Mindfulness based Stress Reduction (30 people) and control (30 people) groups in the spring and summer of 2022-2023. They completed the Figley’s Compassion Fatigue questionnaire (1995) and the empathy scale of Baron-Cohen (2003) before and after the intervention and after two months of follow-up. The data were analyzed by repeated measure analysis of variance with SPSS v.22 software.

The results of variance analysis showed that the Mindfulness-Based Stress Reduction group intervention was effective on compassion fatigue (p < 0.01) and empathy (p < 0.05) of nurses. Furthermore, the effects of therapeutic intervention on compassion fatigue and Empathy was maintained until follow-up (p < 0.01).

According to the obtained results, it can be concluded that Mindfulness-Based Stress Reduction Group therapy effectively reduced compassion fatigue and increased nurses' empathy. Using this intervention in clinical settings is recommended to reduce the nurses' problems of being exposed to much stress in the work environment.

nurses, during their work process, are involved in extensive tensions that lead to increased compassion fatigue and decreased empathy in them; Therefore, therapeutic interventions to reduce compassion fatigue and increase empathy should be considered. Therefore, the present study was conducted with the aim of comparing the effectiveness of group Islamic spiritual mindfulness and group mindfulness-based stress reduction on compassion fatigue and empathy of nurses.

The present study is a semi-experimental study. The number of 90 nurses working in Arefian Hospital in Urmia in the fall and winter of 1401, with the available sampling method, were selected randomly in 3 groups of Islamic spiritual mindfulness (30 people), mindfulness-based stress reduction (30 people) and the control group (30 people) and they completed the compassion fatigue questionnaires of Figley (1995) and Baron-Cohen empathy (2003) before and after the intervention and after 2 months of follow-up. The data was analyzed by repeated measure analysis of variance with spss22 software.

The results of the analysis of variance showed that in compassion fatigue, the mindfulness-based stress reduction group had a higher effectiveness than the Islamic spiritual mindfulness group (p < 0.05), but in empathy, the intervention of Islamic spiritual mindfulness had a higher effectiveness than the mindfulness-based stress reduction group (p < 0.05).

According to the obtained results, it can be concluded that the interventions of group Islamic spiritual mindfulness and group mindfulness-based stress reduction were effective in reducing compassion fatigue and promoting nurses' empathy.

Empathy is one of the most important concepts in patient care. This study aims to design and implement an early patient contact program and investigate its effect on the empathy of medical students in Qom, Iran.

This is a case-control interventional study. Sixty-four students from Qom University of Medical Sciences were recruited by a convenience sampling method and were randomly divided into intervention and control groups. The instrument was the Jefferson Scale of Empathy. First, empathy training was provided to the both groups. Then, the intervention group participated at three sessions of attending hospital. The collected data were entered into SPSS software, verion 22 and analyzed by chi-square test and paired t-test.

There was no significant difference between the two groups before the intervention. After the intervention, the empathy score was 74.04±10.32 in the intervention group and 68.31±8.14 in the control group; the difference between the groups was statistically significant.

Early patient contact before the start of the internship period increases the empathy of medical students.

Educating nurses about spiritual principles and values helps to have a deeper understanding of problems and increases the quality-of-care delivery. However, the issue of spirituality is not included in the educational content. The purpose of this study was to the effect of spiritual care training on the empathy and professional commitment of nurses at Bam University of Medical Sciences.

This was a quasi-experimental study with a two-group pretest-posttest design. The research sample consisted of 80 nurses from different wards of Pasteur Hospital affiliated to Bam University of Medical Sciences were divided into two groups of intervention and control using a simple random sampling. Spiritual care training program in the intervention group was held as a 2-session webinar. The questionnaire used included the Jefferson Standard Empathy Questionnaire, the Kleikman and Henning Professional Commitment Questionnaire, and the Demographic Information Form.

The results showed a significant difference between the mean scores of professional commitments before (33.11 ± 0.32) and after (65.43 ± 0.28) the intervention and also the empathy variable before (53.41 ± 0.21) and after (78.83 ± 0.25) of the intervention in the experimental group (P<0.05). This difference was not observed in the scores before and after the intervention in the control group. Also, there was no significant difference between the mean scores of professional commitment and empathy of the subjects before the intervention (P>0.05) while there was a significant difference between the mean scores of professional commitment and empathy of the two groups after the intervention (P<0.05), which indicated that these scores improved due to the intervention.

According to the results of this study, it is suggested that the spiritual care training program should be inserted in-service training programs or nurses' curriculum content to promote nursing professional commitment and empathy.

Self-injury in teenagers refers to intentional self-injurious behavior that lacks any predetermined external motivation or intention and brings psychological and physical health costs in the field of health and health for human societies. This research was conducted with the aim of comparing the effectiveness of two group therapies compassion-focused therapy and positive- orientated on empathy and happiness in adolescent girls with a background of self-injury.

The current research was semi-experimental with a pre-test and post-test design with experimental and control groups. The statistical population of the research included all female students studying in the second secondary level of the 4th district of Tehran in the academic year 2020-2021, of which there were 45 students who met the criteria for entering the study, were selected and randomly assigned in three groups (two experimental groups and one control group). The data was collected by the demographic information checklist, empathy, and sympathy questionnaire in teenagers (ESQR) by Vossen et al. (2015), the Oxford happiness questionnaire by Hills and Argyle (2002). The data were analyzed through Multiple Analyses of Variance and Ben Feroni's post hoc test and with SPSS-26 statistical software.

The results indicated that in the post-test phase, there is a statistically significant difference between the average score of happiness and empathy in the three groups (P<0.05). Also, the results of Ben Feroni's post hoc test showed that there is no significant difference in the effectiveness of the two-treatment methods compassion-Focused therapy, and positive treatment on empathy (P>0.05). However, the positive approach compared to the treatment compassion-focused therapy had a greater effect on increasing the feeling of happiness (P<0.05).

The findings revealed that psychological interventions such as compassion-focused therapy and positive-oriented therapy can lead to increased empathy and happiness in adolescent girls with a history of self-injury. However, the positive treatment led to a greater sense of happiness in adolescents due to challenging hopelessness and negative thoughts and creating hope. The use of psychological interventions as a group in schools and educational centers can help these teenagers to be seen, reduce their worries  ,and ultimately their psychological well-being.

Bullying poses a pervasive problem, disrupting one's learning process and leading to undesirable personality and social consequences. Adverse consequences of bullying include loneliness, low self–esteem, psychological problems, high suicidal ideation and suicide attempt in adulthood, problems in romantic relationships in adulthood–marriage, substance abuse, anxiety, carrying weapons, adjustment problems, poor relationships with peers, challenging friendships, personality disorders, antisocial behaviors, and reduced empathy. Bullying is one of the factors that, in the long run, can decrease empathy and social wellbeing in students. Meanwhile, people with high moral intelligence show more warmth and intimacy. They are kind to their friends and are more sensitive to their needs. Therefore, the present study was conducted to determine the effectiveness of teaching moral intelligence skills on empathy and social wellbeing of bullying students.

The method of the present study was quasi–experimental with a pretest–posttest design and a control group. The statistical population comprised all senior high school students in the 18th district of Tehran City, Iran, in the academic year 2021–2022. Two schools were selected from the boys' high schools in the region. Finally, 40 students who received the highest score in Olweus Bully/Victim Questionnaire–Revised (OBVQ–R) (Olweus, 2003) were selected and randomly assigned to the experimental group (20 students) and the control group (20 students). The inclusion criteria included not using other psychological and psychotherapeutic services while participating in the research, lacking psychiatric disorders, not taking psychiatric drugs, and not undertaking the advice of another group during the research. The exclusion criteria included dissatisfaction to participate in the study, absence from more than two training sessions, and inability to perform training sessions. The study data were collected using Basic Empathy Scale (Jolliffe & Farrington, 2006), Social Welfare Questionnaire (Keyes, 1998), and Olweus Bully/Victim Questionnaire–Revised (OBVQ–R) (Olweus, 2003). Experimental group participants received 11 sessions of moral intelligence skills training (Borba, 2001). However, no intervention was provided for the control group. The analysis of the data obtained from the research was done with the help of SPSS version 22 in two parts: descriptive statistics (mean and standard deviation) and inferential statistics (multivariate covariance analysis). The significance level of the tests was considered 0.05.

The results showed that after removing the effect of the pretest, moral intelligence training was effective in increasing the empathy (p<0.001) and social wellbeing (p<0.001) of students. According to Eta squared, the increase in the mean scores of empathy and social wellbeing was 85% and 76%, respectively, after the intervention with moral intelligence training.

According to the results, moral intelligence skills training effectively increases the empathy and social wellbeing of bullying students. Therefore, it is recommended that school counselors use moral intelligence skills training to improve the empathy and social wellbeing of bullying students.

Abstract</span></span></span></span></span></span>
Background &

</span> All social problems directly or indirectly relate to the family. Today, the rate of family divorces has been steadily increasing yearly. Statistics reveal that out of every three marriages in Iran, one ultimately ends in divorce. Furthermore, between 2011 and 2020, a significant surge (28%) has been observed in divorce rates. The level of empathy between couples is an essential factor that can significantly impact marital satisfaction and minimize the likelihood of divorce. Another crucial factor, the importance of which is particularly evident in the interactions of married life, is marital adjustment. A well–adjusted couple displays higher levels of empathy and is likelier to have long–lasting and stable marriages.</span></span>
On the other hand, couples with low levels of empathy and adjustment often experience communication problems and are at a higher risk of divorce. Due to its emphasis on communication, Glaser’s reality therapy is one of the best interventions whose effectiveness has been shown in studies related to couples. Therefore, the present research was conducted to determine the effectiveness of counseling based on reality therapy on the empathy and marital adjustment of women facing divorce.</span></span>

</span> The present quasi–experimental study employed a pretest–posttest design with a control group. The statistical population of the present study included all women facing divorce who were referred to the family court, dispute resolution council, or family counseling centers in Tabriz City, Iran, in 2021. Of them, 40 qualified volunteers were included in the study by the purposive sampling method. Then, they were randomly assigned into experimental and control groups (20 people in each group). The inclusion criteria were as follows: providing informed consent, being 20 to 50 years old, being literate, obtaining an empathy score of less than 50, and marital satisfaction score of less than 100. The exclusion criteria were more than two absent teaching sessions, uncooperating in doing the tasks, divorce during the therapy period, taking part in marital counseling or other therapeutic or preventive program simultaneous with this program, drug abuse, and contracting chronic disease or acute physical or mental disease that refrain the individual from taking part in this program. The study tools were the Jolliffe & Farrington Basic Empathy Scale</span> (</span>2006) and </sup>the </sup>Spanier Dyadic Adjustment Scale (1976). The results of the construct validity of the basic empathy scale showed that its two subscales account for 37.7% variances. The</span> Cronbach alpha reliability for the whole scale was 0.87. Also, the concurrent validity of the Dyadic adjustment scale was obtained at 0.86 based on its correlation with Locke & Wallace’s marital adjustment questionnaire. Also, the Cronbach alpha reliability for the whole scale was 0.96. To perform therapeutic intervention, Glasser’s Reality Therapy (2000) was implemented for the experimental group in 8 sessions, and at the same time, the control group did not undergo any psychotherapy intervention. The research data before and after the intervention were analyzed using an analysis of covariance run in the SPSS26 software. The Statistical significance was set at p<0.05. </span></span>

</span> The result of the present study showed that after removing the effect of the pretest, there was a significant difference between the average posttest scores of the experimental group and the control group in the empathy variable (p</span><0.001). Also, based on the effect size, 53% of the changes</span></span> in empathy scores were due to reality therapy intervention. Another study result showed that after removing the effect of the pretest, there was a significant difference between the average posttest scores of the experimental group and the control group in the variable of </span></span>marital adjustment (p</span><0.001). Also, based on the effect size, 39.5% of the </span></span>marital adjustment score changes were due to reality therapy intervention.</span></span></span></span>

</span> This study showed that reality therapy has been effective in increasing empathy and marital adjustment for women facing divorce. Therefore, counselors and therapists may use this treatment to improve the variables mentioned above in women facing divorce.</span></span></span></span>

Empathy is considered as an essential element in nursing care and the essence of all nurse-patient interactions, which can be affected by stressful work environments such as Intensive Care Units (ICUs). High self-esteem enables nurses to establish healthy interpersonal relationships with patients and cope more effectively with stressful situations. This study was conducted with the aim of determining the role of self-esteem and anxiety on the empathy of nurses working in ICUs.

This study is a cross-sectional research. The research population included nurses working in the adult inpatient wards of hospitals affiliated to Ilam University of Medical Sciences in 2023. Accordingly, 217 nurses were selected using the Karjisi and Morgan table in a convenience manner. Data were collected using the Demographic information questionnaire, Spielberger's anxiety, Rosenberg's Self-esteem Questionnaire, and Jefferson's Empathy questionnaire. The collected data were analysed using descriptive and inferential statistics.

The mean empathy, anxiety, and self-esteem of nurses were 92.38 ± 15.17, 65.66 ± 20.64, and 20.46 ± 5.49, respectively. A positive and significant relationship was observed between empathy and self-esteem (P < 0.01), and a negative and significant relationship was observed between empathy and anxiety, as well as self-esteem and anxiety (P < 0.01). The results of the Bootstrap and Sobel test showed that self-esteem plays a role in the relationship between empathy and anxiety in nurses working in ICUs. Actually, the higher the self-esteem of nurses, the less anxiety they experience and the more empathy they show in caring for special ward patients.

According to the findings of the present study, it can be stated that a significant relationship exists between self-esteem, anxiety and empathy. In addition, self-esteem plays a role in the relationship between empathy and anxiety. Therefore, it is necessary to develop and use programs that increase self-esteem in order to manage anxiety and strengthen empathy skills in the stressful conditions of the ICU.