همدلی

 The communication and mutual understanding between healthcare service providers and patients are serious concerns in the health system. The purpose of this study is to evaluate and compare the impact of reading stories on increasing the level of general empathy and patient empathy in nursing students at Mazandaran University of Medical Sciences.

The statistical population of this quasi-experimental study consisted of 82 nursing students, who were divided into two groups of 41 subjects each, an experimental group and a control group, using the simple random method. Story reading was carried out in six sessions, each lasting two hours, conducted online over six weeks in a semester. The students completed the Davis General Empathy Questionnaire and the Jefferson Scale of Empathy before and after the sessions.

In this study, general empathy and patient sympathy were evaluated in three time periods: before the intervention, immediately afterthe intervention, and seven days after the end of the intervention. Jefferson sympathy scores increased from 44.71 before the intervention to 61.37 immediately after the intervention and then decreased to 57.98 seven days later, indicating a positive effect of the intervention. Davis empathy scores also increased from 51.93 before the intervention to 76.53 immediately after the intervention and then decreased to 60.13 seven days later. To compare empathy levels, the analysis of variance test with repeated measures was used. However, before performing the sphericity hypothesis test, Mauchly's test was conducted. Since it was not significant (P < 0.001), the Greenhouse-Geisser test was used, and a significant difference was reported in the three measurement periods (P < 0.001).

Story reading is effective in improving nursing students' sense of general empathy and sympathy toward patients. It is recommended that this method be implemented in universities to enhance empathy training.

Doctor-patient relation and mutual understanding lead to positive results such as motivating patients to follow instructions carefully, increasing the quality of care and treatment and improving patient outcomes and reducing costs. On the other way an empathetic approach in the clinical environment can lead to an increase in clinical competence, professional satisfaction, increase in accuracy and feeling of success in treatment, decrease in medical errors in doctors. Therefore, this study aims to investigate the improvement of empathy skills in medical students and seeks to answer the question, do medical students experience emotional pain during their studies? This descriptive-analytical study was conducted on all first and last year students studying medicine in 1401 at Islamic Azad University of Mashhad Medical Sciences Branch. The study tool was the Persian version of the Jefferson Questionnaire, which includes 20 questions on a Likert scale and scores 100-20. After completing the questionnaires, the data was analyzed with SPSS software. 180 first and last year medical students were examined. The average score of empathy in first and last year students was 75.71 ± 8.1 and 73.73 ± 9.09 respectively, which is statistically significant (u=275.5, P-Value<0 /001). Empathy in medical students decreases at the end of the university period, so the development of empathy should be considered in clinical education by medical education planners. Also, student support systems and mental health should be considered.

Attention Deficit Hyperactivity Disorder (ADHD) is considered a serious problem in educational environments and has significant negative impacts on the psychological well-being of students. The present study aimed to compare the effectiveness of child-centered mindfulness therapy and acceptance and commitment therapy on emotional-cognitive empathy of primary school students with ADHD experiencing bullying.

This semi-experimental study was conducted in 2023 using a pre-test and post-test design with a control group and a two-month follow-up over a six-month period in Isfahan city. A purposive sampling method was employed, and 54 boy students aged 9-11 years meeting the inclusion criteria were randomly assigned to three groups of 18 participants including child-centered mindfulness therapy (N=18), acceptance and commitment therapy (N=18), and a control group (N=18). Data were collected using the child and adolescent empathy questionnaire. Participants in the first group received child-centered mindfulness therapy in 10 60-minute sessions, conducted twice a week, while participants in the second experimental group received acceptance and commitment therapy in 9 60-minute sessions, conducted twice a week. By the end of the study, 15 participants remained in each group. Data analysis was performed using repeated measures ANOVA and Bonferroni post-hoc tests, utilizing SPSS software version 26.

The results indicated that both child-centered mindfulness therapy and acceptance and commitment therapy were effective in enhancing emotional empathy (p<0/05) and cognitive empathy (p<0/05).This effectiveness was also maintained at the follow-up stage (p< 0/05). However, no significant differences were observed between the effectiveness of the interventions (p>0/05).

The results of this study indicated that both child-centered mindfulness therapy and acceptance and commitment therapy significantly affected emotional and cognitive empathy in students with ADHD and can be utilized by therapists.

One of the most important harms of conduct disorder is the failure in empathy and social and emotional mutual relations. Increasing empathy in children and adolescents with signs of conduct disorder can be one of the important educational and training goals in educational correction centers focusing on growth–oriented prevention. One of the best evidence–based methods for increasing empathy in the age of technology is storytelling. When children and teenagers hear a story, they constantly connect the events and characters of the story with their experiences of the events. The process moves quickly in the story room, and almost everyone remembers the same thing. In fact, by identifying negative thoughts and understanding how and why they affect the aggressive feelings, the story therapist helps the teenager learn how to re–evaluate events and see them from a different and more positive angle, and replace the involuntary patterns and self–destructive thoughts with more logical and optimistic patterns, and this can change a person's behavior and type of feelings. In this regard, the present study's purpose was to study the effectiveness of purposive storytelling therapy on increasing empathy of adolescents with conduct disorder symptoms residing in correction and rehabilitation centers.

This is an applied study according to the purpose and quasi–experimental according to data collection with a pretest–posttest design and a control group. The statistical population included all male adolescent clients at the Yazd City Correction and Rehabilitation Center, Iran, in 2019. Of them, 28 were selected by purposeful sampling based on the inclusion criteria. They were randomly divided into experimental (n=14) and control (n=14) groups. The inclusion criteria included informed and voluntary consent of the samples to participate in the research; being male; aged 12 to 18 years; at least one month physical and boarding presence or referring to the correction and rehabilitation center due to violation of others' principal rights, violation of social or ethical norms corresponding to the age or laws, personal misconduct in work, social, and academic fields with misbehavior signs including aggression and attacking other people, animals, rape, vandalism, deception, and serious violation of rules. The exclusion criteria were not being interested in participating in the sessions, discharging from the correction and rehabilitation center, catching a disease, or passing the disease to others.    
The research tool was a questionnaire measuring emotional empathy (Mehrabian and Epstein, 1972). The experimental group underwent story therapy intervention for twelve 90–minute sessions. Univariate analysis of covariance was used for data analysis in SPSS–26.

The results showed that storytelling increased general empathy (p=0.041) and had a significant effect on the components of empathy, including expressive empathy (p=0.020), participatory empathy (p=0.038), emotional stability (p=0.038), and empathy towards others (p=0.048). Based on the findings of this research, story therapy can be used as one of the methods to restrain and control behavior, and by using the principles of education and practical training and also strengthening the presented skills, the skill of empathy would be increased and improved. The results showed that this training in the form of stories, especially in the teenage years, can cause identification with the story's positive characters and increase teenagers' self–confidence and self–efficacy. Providing the ability to understand others can lead to increased empathy skills.

Based on the research findings, targeted story therapy affects the empathy of adolescents with symptoms of behavior disorder residing in the correction and rehabilitation center and increases empathy in these adolescents. Stories can be used to teach skills and increase people's awareness. In story therapy, through identification with the story's characters, a person can understand the emotions, thoughts, and feelings of the story characters and become aware of these emotions and thoughts in himself and others. When a person puts himself in the different positions of the heroes of a story, he can differentiate emotions and thoughts in himself and others, achieve divergence from self–interview, and increase empathy skills by providing the ability to understand others.

One of the most important issues in the field of jurisprudence and family law, with a significant impact on the balance and mental health of family members, is the issue of couples’ sexual rights. One of the most essential aspects of sexual rights is enjoyment and compliance, which are covered in jurisprudence and law. The fulfillment of this issue among couples could have a significant impact on their mental health and the stability of the family foundation. The present study was fundamentally investigated using a qualitative approach based on jurisprudential, legal, and psychological documents. Exercising the right to obey and enjoy has been stated in significant legal examples such as religious acts, non-religious activities due to the presence of the wife in the society, leaving the house, or leaving the country, etc., which are important in the context of the family. The findings of the research indicated that the application of each of the mentioned examples and titles in the formulation of a healthy marriage, as well as the application of balance and limitation of each of its elements, are the most important spiritual effects to play an effective role in mental health (such as: creating mental peace due to satisfaction of the couples, providing empathy, providing adaptations based on persuasion of the spiritual needs of couples, etc.). One of the most essential and influential issues in the couples’ mental health is the spiritual satisfaction resulting from marriage, and the proper application of the rights of enjoyment, compliance, or conditions will have significant consequences.

During their working process nurses are involved in extensive tensions which cause an increase in compassion fatigue and a decrease in empathy and optimism which has a negative effect on the quality of their clinical services.

This research was conducted with the aim of determining the effectiveness of group spiritual-Islamic mindfulness on nurses’ compassion fatigue, empathy and optimism.

This research was a semi-experimental study whose statistical population included nurses working in Arefian Hospital in Urmia city. In the year 1401, 60 nurses were selected randomly using available sampling method and were put into two experimental and control groups (30 people in each group). The experimental group received inervention during 8 sessions of 90 minutes, and the control group did not receive any intervention. The measurement tools were questionnaires from Figley's Compassion Fatigue (1995), Baron-Cohen's Empathy (2003) and Seligman’s Pessimism-Optimism (1982). The participants completed the questionnaires in the pre-test, post-test and follow-up phases. The data was analyzed using the repeated measures and SPSS22 software.

There was a significant difference between the pre-test and post-test scores in the experimental and control groups in all three research variables. The intervention of group spiritual-Islamic mindfulness had a significant effect on nurses’ compassion fatigue (F = 10.980; P < 0.01), empathy (F = 53.071; P < 0.01) and optimism (F = 25.406; P < 0.01).

Group spiritual-Islamic mindfulness was effective on nurses' compassion fatigue, empathy, and optimism; Therefore, this intervention can be used to improve the performance and quality of clinical care of nurses.

Reading stories play a significant role in language learning, getting to know cultures, learning morals, and increasing listening skills. This study aimed to investigate the effectiveness of storytelling on shyness, empathy, and academic progress in the Persian course of bilingual elementary school students.

The research method was a semi-experimental study with a pre-test-post-test design and one control group. The statistical population included all the bilingual primary school students of the 3rd to 6th grades of Baneh City in 2021. First, 338 students were selected by cluster random sampling method from the statistical population. In the final stage, 30 students with the highest scores on the shyness test were selected as the study sample and were placed in two experimental (including 15 students) and control groups (including 15 students) randomly. The experimental group participated in storytelling sessions for 11 sessions of 90 minutes for two months, While the control group received no intervention. To collect data, the Empathy Questionnaire of Davis (1980), Cheek-Briggs' Shyness Questionnaire (1990), and the teacher-made Persian course test were used, which were administered in two stages, pre-test and post-test, on both experimental and control groups. To consider ethical considerations at the end of the study, two storytelling sessions were held for the control group. In the end, the data were analyzed using multivariate and univariate analysis of covariance tests in SPSS24.

There was a significant difference between the experimental and control groups in the studied variables. Storytelling had the most impact on distress and social withdrawal (F=26.78, P<0.001), empathic concern (F=46.42, P<0.001), and progress in the Persian course (F=17.22, P<0.001).

Storytelling helps the students to be aware of the impact of their behavior on the feelings of others, as a result, their empathy increases. Also, when students repeatedly read stories to their classmates, their shyness decreases, and reading stories strengthens the Persian language of bilingual students and, as a result, their academic progress. It is suggested that storytelling be held as a separate curriculum or together with Persian lessons for primary school students.

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.