What Does Empathy Mean

¶ … Empathy Concept analysis is conducted in order to better understand a concept or term that is frequently used but little understood or whose meaning is often "blurred" as a result of contextual arrangements. In the nursing field, empathy is a term that is used in a manner that diminishes its importance and its nature -- and therefore its significance in the nursing field. A concept of empathy is discovered in Wiseman's (1996) study of the term.

Wiseman (1996) asserts that by utilizing the Walker and Avant (1983) model of concept analysis she can better provide a sense of what the word means and why it is important. She acknowledges that it is a term/concept with which she is familiar and that is important to her life, as it is essential in the role of the nurse. However, because it is so essential, it is important to step back and reflect on what this concept means.

That is the purpose of her study: to identify through analysis the meaning of the term. Wiseman (1996) begins by locating the relevant literature on the topic and showing what past studies have indicated in so far as empathy and nursing are concerned. She highlights the work of Tshuldin (1989) who finds that one's level of empathy essentially dictates their ability to provide a higher level of care. Wiseman also locates other literature that supports the notion of empathy being a pivotal role in building trust, relationships, work ethic and care plans.

The main purpose of the concept analysis, however, is to "clarify" that which has become every-day, commonplace, trite, used, worn, and essentially meaningless and worthless in terms of real value. The point is to restore value to the term by restoring perspective. Wiseman (1996) notes that the main goal of the study is to "increase knowledge of the concept and to answer some questions: Namely, what is empathy?" and "If it is so important, how is it recognized, nurtured and sustained?" (p. 1162).

The reason that Wiseman utilizes the framework model proposed by Walker and Avant is that it is comprehensive and simplifies the process of concept analysis by breaking it down into clear steps. The first step that Wiseman takes is to gauge how ordinary nurses define the concept of empathy. Wiseman notes that the sample used in the survey of ordinary nurses is in no way comprehensive or the final word on the matter, but only uses it as a starting point for investigating the term.

For example, associated words and terms that ordinary nurses used to describe empathy were: "listening, caring, understanding, valuing, feeling," etc. (Wiseman, 1996, p. 1163). Thus, it is appropriate to estimate that nurses equate empathy to compassion. However, Wiseman takes a more decisive step in understanding empathy by accessing the term via various dictionaries, whose usage is hallowed by time.

This investigation yields various fruits, such as empathy being defined as the "projection of the self into the feelings of others," and "the power of entering into another's personality and imaginatively experiencing his experiences" (p. 1163). Others view it as "intellectual and emotional awareness," which also helps to deepen the concept and give it more dimension. These definitions effectively build on the average definition of the ordinary nurse's concept of the term. Yet they are still limited in terms of what it means to empathize in reality.

Therefore, Wiseman's next step is to discuss the literature. Here she notes a particularly helpful finding from one researcher, which is: "people have a tendency to experience empathy that may or may not be actualized in any specific situation" (p. 1163). Essentially, what Wiseman discovers is that just because one is capable of empathy does not necessarily mean that it will be put into practice.

This could be because of something called "burnout," which is when the nurse loses the energy and will to conduct herself in an empathetic manner and needs revitalization. Fortunately, the purpose of Wiseman's study is to serve as a source of revitalization through reflection and consideration, which in itself necessitates a break and step back from the busy world of work in the nursing industry. Nonetheless, at this point, Wiseman has uncovered that empathy is a skill which can be taught, learned and put into practice.

Her main finding at this point is that there are three components to empathy: "affective (sensitivity), cognitive (observation and mental processing), and communicative (helper's response)" (p. 1164). The main idea here is that empathy originates in the mind and the mood via connection with reality and is then demonstrated in action -- this is the complete concept of empathy at this point in her study. Wiseman proceeds to deepen the study by providing case studies, which again follows the directive of the Walker and Avant model.

The studies essentially act as examples of empathy in real life and serve to reinforce the definitions provided already. Thus, the reader sees several examples in which there is a different take on empathy in each, whether it is complete, incomplete, and the ramifications of each instance, whether or not individual in need of empathy felt any better following, depending on the level of completeness with which the other offered the degree of empathy.

Wiseman discusses the case of Ann, whose counselor listens to her, does not judge, sees her troubles from her point-of-view and communicates this understanding to her -- which is what she wants. She feels that she has now a confidante who "gets" her. This case is compared to the case of Joe, whose first day back to school is upset by his becoming emotional over the death of his father earlier in the year. Joe explains to his teacher, who listens but does not communicate anything in response.

Thus, Joe feels as though he has not really been understood. This is an example of borderline empathy -- it nears empathy but does not actually become empathy on.