Document Type
Article
Publication Date
2023
Publisher
University of Florida Press
Source Publication
Rhetoric of Health & Medicine
Source ISSN
2573-5055
Original Item ID
DOI: 10.5744/jpms.2023.6003
Abstract
Since successful healthcare relies heavily on a practitioner’s ability to empathize with the patient, the allied health professions—like nursing and speech therapy—have long considered the possibilities and limitations of a pedagogical practice that centers empathy. In this essay, we analyze two such pedagogies: role playing with simulated patients in nursing and story sharing in a multimodal memoir group with aphasic clients in communicative sciences and disorders (CSD). Comparing theories of empathy in these fields as well as interviews with the future nurses and speech therapists participating in these experiences, we show how students engage in what we call “empathy-in-action” through both reflection and enactment and what rhetorical scholarship can gain from attending to these practices. Ultimately, we argue that putting rhetoric, nursing, and CSD in conversation deepens each field’s understanding of how empathy can be taught and learned.
Recommended Citation
Campbell, Lillian and Miller, Elisabeth L., "Pedagogies of Rhetorical Empathy-in-Action: Role Playing and Story Sharing in Healthcare Provider Education" (2023). English Faculty Research and Publications. 609.
https://epublications.marquette.edu/english_fac/609
Comments
Published version. Rhetoric of Health & Medicine. Vol. 6, No. 1 (2023): 36-63. DOI. © 2023 University of Florida Press. Used with permission.