A comparison of therapeutic commitment, role support, role competency and empathy in three cohorts of nursing students.

This study investigated the perceptions of students regarding their therapeutic commitment, role competency, role support and empathy towards working with people who have mental health problems. These qualities play a key part in the development of therapeutic relationships, an important goal for working with individuals in most nursing situations. The sample comprised of three cohorts of nursing students undertaking the Diploma in Higher Education (Nursing) in Scotland. There were no significant differences in perceptions of empathy and therapeutic commitment among three cohorts of students, but third year students felt they received less role support than other cohorts. The findings also revealed that preregistration nursing students have perceptions of their role competency and empathic skills which are considerably greater than has been previously reported by registered nurses. The implications of these findings for nurse education are discussed.