Perception of Undergraduate Nursing Students Regarding Non-Academic Factors Influencing the Development of Empathy: A Cross-Sectional Study

Abstract

Objective: Empathy is a cornerstone of nursing care, yet its development is often influenced by factors outside the formal curriculum. The ability to understand and share a patient’s perspective is vital for building trust and improving care outcomes. This study aimed to explore the perception of undergraduate nursing students regarding non-academic factors influencing their development of empathy. Materials and Methods: A quantitative approach with a cross-sectional descriptive design was adopted. Convenience sampling was used to collect data from 200 undergraduate nursing students (across first, third, fifth, and eighth semesters) from four selected nursing colleges in Ernakulam. Data were collected using a socio-demographic data sheet and the Perceived Non-Academic Influences on Empathy Scale (PNAIES). The Cronbach’s score is 0.8 for the present tool. Results: The majority of undergraduate nursing students (76%) reported that non-academic factors had a moderate influence, 12.5% of students reported strong influence, and 11.5% reported low influence on their empathy development. Family and upbringing factors were perceived to have the highest influence (50.4%), while technology and media exposure were perceived to have the least influence (24.8%). Conclusion: The findings highlight that personal background, specifically family and upbringing, plays a more significant role in shaping a student’s empathetic capacity than modern environmental factors like technology. Peer dynamics and clinical exposure are also vital in fostering compassionate professional behavior. Nursing education should acknowledge these diverse personal backgrounds to better support students' professional development and therapeutic relationships.