The Hidden Side of Self‐Criticism: A Cross‐Sectional Cluster Analysis of Self‐Compassion, Self‐Focus, and Emotional Empathy.
Saved in:
| Title: | The Hidden Side of Self‐Criticism: A Cross‐Sectional Cluster Analysis of Self‐Compassion, Self‐Focus, and Emotional Empathy. |
|---|---|
| Authors: | Kurebayashi, Yusuke, Ramos-Pichardo, Juan Diego |
| Source: | Perspectives in Psychiatric Care. 6/23/2025, Vol. 2025, p1-7. 7p. |
| Subjects: | Self-evaluation, Criticism, Empathy, Cross-sectional method, Cluster analysis (Statistics), Compassion, Questionnaires, Emotions, Rumination (Cognition), Descriptive statistics, Psychiatric nurses, Data analysis software, Self-perception |
| Geographic Terms: | Japan |
| Abstract: | Emotional empathy (EE) is a key component and target in psychiatric nursing education and could be facilitated by psychological resources such as self‐compassion (SC) and self‐focus (SF). The combined effect of these resources on EE has not yet been analyzed in research. This cross‐sectional study conducted in 2019 used cluster analysis to identify groups of nurses divided by SC and SF and compared them based on EE. The sample comprised 572 psychiatric nurses from seven large hospitals in Japan, who were asked to complete a questionnaire that comprised the Japanese version of the Self‐Compassion Scale (SCS), the Japanese version of the Rumination‐Reflection Questionnaire (RRQ), and the Emotional Empathy Scale (EES). We identified two clusters based on the data analysis, of which one scored higher than the other in self‐criticism, as well as SF, in both aspects of reflection and rumination. In addition, EE was higher in the former than in the latter. These findings suggest that traditional nursing education, which often focuses on reducing self‐criticism and rumination, may need to be re‐evaluated. While these traits are typically viewed as negative, our study indicates that they could play a role in enhancing EE when combined with reflection. Therefore, it may be beneficial for nursing education to incorporate strategies that foster reflection and encourage acceptance of self‐criticism and rumination, rather than solely focusing on their reduction. This approach could help nurses develop greater empathy, an essential skill in psychiatric nursing practice. Educational programs that support this balance between reflection and self‐acceptance could enhance both personal and professional growth among nurses, ultimately improving patient care outcomes. [ABSTRACT FROM AUTHOR] |
| Copyright of Perspectives in Psychiatric Care is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Emotional empathy (EE) is a key component and target in psychiatric nursing education and could be facilitated by psychological resources such as self‐compassion (SC) and self‐focus (SF). The combined effect of these resources on EE has not yet been analyzed in research. This cross‐sectional study conducted in 2019 used cluster analysis to identify groups of nurses divided by SC and SF and compared them based on EE. The sample comprised 572 psychiatric nurses from seven large hospitals in Japan, who were asked to complete a questionnaire that comprised the Japanese version of the Self‐Compassion Scale (SCS), the Japanese version of the Rumination‐Reflection Questionnaire (RRQ), and the Emotional Empathy Scale (EES). We identified two clusters based on the data analysis, of which one scored higher than the other in self‐criticism, as well as SF, in both aspects of reflection and rumination. In addition, EE was higher in the former than in the latter. These findings suggest that traditional nursing education, which often focuses on reducing self‐criticism and rumination, may need to be re‐evaluated. While these traits are typically viewed as negative, our study indicates that they could play a role in enhancing EE when combined with reflection. Therefore, it may be beneficial for nursing education to incorporate strategies that foster reflection and encourage acceptance of self‐criticism and rumination, rather than solely focusing on their reduction. This approach could help nurses develop greater empathy, an essential skill in psychiatric nursing practice. Educational programs that support this balance between reflection and self‐acceptance could enhance both personal and professional growth among nurses, ultimately improving patient care outcomes. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 00315990 |
| DOI: | 10.1155/ppc/3340560 |
