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September/October 2020 | Volume 38 Number 5 267

Nursing Economic$

Patients spend more time with nurses than any other healthcare
professional. The primary
conduit of information between
the patient and healthcare team
are nurses; therefore, nurses
need to be good
communicators. Careful listening
is at the core of good
communication and is a key
element of patient safety and
experience (Balik & Dopkiss,
2010). A key component of
nurse-patient communication is
the patient’s perception of their
experience with the nurse
listening. Despite the known
importance and impact on
patient experience, quality
outcomes, and reimbursement,
there is a gap in research on
effective nurse communication
from the patient’s perspective.

Healthcare’s shift from
volume to value requires
hospitals to focus on
performance and quality
outcomes, such as patient
experience, as measured by the
Hospital Consumer Assessment
of Healthcare Providers and
Systems (HCAHPS) survey. The
nursing communication domain

within the survey has the
greatest impact on the patient’s
overall experience score (Studer
Group, 2012). The first series of
HCAHPS survey questions focus
on patient care received from
nurses (Centers Medicare &
Medicaid Services [CMS], 2020).
It asks about being treated with
courtesy and respect, nurse
listening, and the nurse’s ability
to explain things in a way the
patient can understand.

Patient experience, a key
hospital performance metric, is a
component of value-based
purchasing (VBP), which holds
providers accountable by linking
Medicare reimbursement to
outcomes. For FY17, the VBP
program affected 2% of the base
operating payments to hospitals.
This resulted in $1.7 billion in
Medicare payments being
withheld from hospitals because
of poor performance on the
HCAHPS survey measuring
patient experience (Becker’s
Hospital Review, 2017).
Research by Press Ganey®
revealed hospitals focusing on
improving the nurse
communication metric could
potentially influence 15% of

Nurses’ Active Empathetic Listening
Behaviors from the Voice of the
Patient
Karen K. Myers
Rebecca Krepper

Ainslie Nibert
Robin Toms

Effective nurse communication,
including listening skills, is
essential to a positive nurse-
patient relationship. This two-
group comparative study
identified how adult hospitalized
patients perceived effective and
ineffective nurse active
empathetic listening (AEL)
behaviors. Participants identified
the AEL behavior most important
to them, providing guidance to
prioritize interventions to
enhance the perception of being
listened to.

September/October 2020 | Volume 38 Number 5268

their VBP incentive payment
(Rodak, 2013). The financial
consequences of poor patient
experience influenced by nurse
communication further support
the need to address the gap in
nursing science.

Press Ganey (2013)
conducted a hierarchical variable
clustering analysis on all eight
HCAHPS dimensions. The
variable clustering analysis
identifies multiple measures that
“hang together” consistently,
while the hierarchical analysis
identifies the measure that leads
the others in the cluster. Five of
the eight dimensions clustered
with nurse communication,
which is also the dominant
dimension. Based on this
analysis, it is probable the other
four dimensions in the cluster
(responsiveness of hospital staff,
pain management, communi –
cation about medication, and
overall rating) would experience
an improvement in performance
if hospitals focused on improving
the nurse communication
dimension. Identified as the
“rising tide” measure, the
findings of this study support
hospital prioritization of
strategies focused on improving
nursing communication, with
potential positive impacts
beyond VBP (Press Ganey,
2013).

Three qualitative studies
involving the patient/client
viewpoint of being listened to
were performed in Canadian
outpatient settings (Jonas-
Simpson et al., 2006; Myers,
2000) and one in the United
States (Clementi, 2006). The
consistent finding from these
studies was that the feeling of

being listened to is gratifying.
The common listening observed
trait was facial expression of the
caregiver during caregiver-
patient dialogue. Students
enrolled in communication
studies who participated in a
quantitative study (Bodie et al.,
2012) identified
characteristics/behaviors
perceived as demonstrating
listening competence. Actions
such as head nods, focused
body language/position, eye
contact, extended responding,
and subject-appropriate
responding indicated competent
listeners (Bodie et al., 2012).
The common themes across
these four studies can be
categorized into verbal and
nonverbal responses. The use of
questions and subject/content
responses were verbal
behaviors. The nonverbal
responses included body
language described as head
nod, body position, eye contact,
smiling, and facial
expressions/emotions.

Limited research has been
conducted in nursing science on
the topic of listening, with the
majority of prior research
focused on listening from the
nurse’s perspective. Drollinger
and coauthors (2006)
incorporated the terminology of
active empathetic listening (AEL)
as a form of listening. The
active listening process is
combined with empathy to
attain a higher form of listening.
The researchers confirmed AEL
supported salespeople in a
deeper understanding of their
customers while separating their
personal feelings from the
messages (Drollinger et al.,

2006). The purpose of this study
was to distinguish between
effective and ineffective nurse
AEL behaviors as perceived by
adult inpatients from an acute
care hospital.

Methods

A nonexperimental
quantitative two-group
comparison descriptive study
was used to assess patients’
perceptions of nurse listening.
The study sought to explore the
following research questions:
1. Do patients admitted to an

acute care hospital perceive
a difference between nurses
who exhibit AEL behaviors
and those who do not?

2. Is there a difference in the
demographics of patients
who perceive that nurses
employ AEL behaviors
versus nurses who do not?

3. Which of the characteristics
of AEL behaviors are
perceived by patients as
most important?
The study setting was a

large metropolitan hospital in
the south-central region of the
United States. Approval for the
study was obtained from the
hospital’s Institutional Review
Board (IRB), Institutional Privacy
Office, and the university IRB.
The study invitation and survey
tools were distributed to
qualifying patients to their email
or home addresses provided at
the time of hospital admission.
The informed consent was
incorporated into the
introductory section of the
electronic survey or enclosed
with the paper copy if sent to a
home address.

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September/October 2020 | Volume 38 Number 5 269

Study Participants
Study participants were

adults who experienced
inpatient acute care
hospitalization and were
discharged from one of the pre-
selected medical and surgical
patient care units. Inclusion
criteria were patients who were
at least 18 years of age; English-
speaking, reading, and writing
(query at admission: “What is
your preferred language” with
response of English); and
discharged to home from the
hospital from the units included
in the study. Exclusion criteria
included patients unable to
provide a physical or virtual
address that could be used by
the researcher to mail or email
study instruments.

Instruments
Two instruments were used

in the study: a demographic
data form and the AEL scale.
The demographic data collected
from participants included age,
ethnicity, gender, hospital length
of stay (LOS), type of
hospitalization (surgical or
medical), English as first
language, and recent hospital
readmission(s). These variables
were selected to determine if
participants were a
representative sample of the
inpatient medical-surgical
population being studied.

The AEL scale was initially
designed to measure active
empathetic listening of
salespeople (Drollinger et al.,
2006) and permission was
obtained to use it in this study.
Drollinger and colleagues (2006)
used exploratory factor analysis

to refine the scale from 21 items
to 11. The 11-item tool is
grouped in the three subscales
of listening, representing sensing
(items 1-4), processing (items 5-
7), and responding (items 8-11).
Each item is scored using a 7-
point Likert scale: score of 1 is
defined as never or almost never
true to score of 7 always or
almost always true and 4
occasionally true. Participants
scored each of the 11 items
individually based on the
perception of the nurse’s
listening behaviors. Sensing is
the receipt of both verbal and
nonverbal communication/cues
from the speaker (Comer &
Drollinger, 1999). The receiver’s
cognitive processing of the
information through
understanding, interpreting,
evaluation, and remembering is
the processing phase of listening
(Comer & Drollinger, 1999).
Responding acknowledges
information has been received
through verbal and nonverbal
responses to assure speaker
listening has occurred (Comer &
Drollinger, 1999).

Reported internal
consistency levels range from
0.74 to 0.94 for the three
subscales (Bodie, 2011;
Drollinger et al., 2006;
Fenniman, 2010). Construct
validity levels range from 0.81 to
0.85 (Drollinger et al., 2006).
The internal consistency with
Cronbach’s alpha at 0.86 and
0.94 for the total scale for
Bodie’s two studies is consistent
with the resulting alpha of 0.93
for the pilot study conducted by
the primary investigator (PI).
The studies’ subscales ranged
from 0.66-0.89 (Bodie, 2011;

Drollinger et al., 2006;
Fenniman, 2010) and were also
consistent with the pilot study
results of alpha 0.84-0.87. The
reliability of the AEL instrument
applied across salespersons,
supervisors, and communication
students further supports Bodie’s
hypothesis that the tool can be
used to study a variety of
interpersonal relationships. The
levels of internal consistency at
the subscale and total scale
support the conceptual model
that sensing, processing, and
responding work together to
produce a higher-order listening
construct (Ramsey & Sohi,
1997).

Based on the literature, the
AEL scale has been used to
evaluate listening behaviors of
salespersons (Drollinger et al.,
2006), supervisors (Fenniman,
2010), and communication
students (Bodie, 2011). The AEL
scale was adapted for this study
to determine patients’
perceptions of nurse listening.
Two questions were added. The
first question, “Did your nurses
listen to you throughout your
hospitalization?” served as a filter
to create two groups for
comparison. Patients were asked
to respond on an 8-point Likert
scale with 1 being not at all and
8 being the most possible. The
final question on the survey
asked patients to identify the
one item from the AEL 11-item
tool that was most important to
them.

Data Collection
After IRB approvals were

obtained, the PI contacted the
hospital’s Health System
Information Systems Department

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September/October 2020 | Volume 38 Number 5270

to initiate daily reports for
patients meeting inclusion
criteria. The reports were sent to
a password-protected computer
accessible only by the PI. The
list of patients meeting criteria
included the patient’s address
provided at the time of hospital
registration. If both an email
address and home mailing
address were provided, the PI
used the email address to
distribute the survey via the
PsychData® web-based
encrypted survey software. Data
were collected over 8-months in
2019. The researcher sent over
3,000 email surveys and an
additional 2,000 were sent via
U.S. postal service. A total of
305 surveys were returned (4.7%
electronically and 8.6% via the
mail). A cover letter/message
was sent with the surveys
explaining the purpose of the
survey and inviting patients to
participate in the voluntary
research study. The participants
who provided only a mailing
address were also sent a pre-
addressed and stamped return
envelope addressed to the PI.
The study invitation and survey
were distributed within a
minimum of 15 days after
discharge. This time lag was
required to comply with the
CAHPS® Hospital Survey
(HCAHPS) CMS (2018) Quality
Assurance Guidelines intended
to limit survey burden and
prevent potential bias to the
HCAHPS survey results.

Upon receipt of the
completed surveys, all data were
loaded into a database.
Individuals who responded to
the first question (“Did your
nurses listen to you throughout

your hospitalization?”) with a 7
or 8 rating were placed in
Group A (patients who perceive
nurses exhibit AEL behaviors).
Those who responded with a
score of 6 or less were placed in
Group B (patients who perceive
nurses did not exhibit AEL
behaviors).

Data Analysis
Data were analyzed using

the IBM® SPSS® Statistics V25
and a significance level of
p<0.05. Descriptive statistics were calculated for all demographic and outcome variables (means and standard deviations for continuous variables; frequencies and percentages for categorical variables). An independent t-test (two-tailed) for unequal variances was used for all but two of the AEL scale questions to determine if there was a significant difference between the two groups (those who perceived nurses had positive empathetic listening behaviors vs. those who did not). To assess if there was a significant difference in the demographic variables of patients in the two groups, cross-tabulation using chi-square test (Pearson chi- square and Cramer’s V) was applied to the categorical data (gender, ethnicity, whether they were a medical or surgical patient, whether English was first language, and if they have had any recent hospital readmissions). An independent t- test (two-tailed) was used for the age demographic. The Mann- Whitney U test was applied for LOS in the hospital due to the skewed distribution. Rank order

of response item frequency was
calculated to answer the third
research question on which of
the characteristics of active
empathetic listening behaviors
were perceived by the patients
as most important. Also, the
internal consistency of the AEL
scale was evaluated by
calculating the Cronbach’s alpha
for the subscales (assessing,
processing, and evaluating) and
total score.

Results

Demographics
A priori power analysis

using G*Power 3.1.9 was
conducted using an alpha of
0.05, effect size of 0.5(d), and
power of 0.8, resulting in an
estimated sample size of 102
participants for an independent
t-test (one-tailed) and 128
participants for a two-tailed t-
test. Some of the 305 surveys
returned were not completed,
so the final sample consisted of
244 participants. Using the
responses to the first question of
the survey, 194 (79.5%)
participants were placed in
Group A (positive perception)
and 50 (20.5%) in Group B
(negative perception). The
average age of the total sample
was 59.77 (range 18-95). Males
(50.8%) and females (49.2%)
were evenly distributed. The
majority were White (62%),
surgical patients (62.4%), with
an average LOS of 4.77 days
(range 1-74). Forty participants
(16.7%) experienced
readmission after the
hospitalization in which they
met inclusion criteria for the

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September/October 2020 | Volume 38 Number 5 271

study. No statistically significant
differences were found in the
demographic characteristics of
the two groups (alpha 0.05; see
Table 1).

Survey Results
The t-test (two-tailed)

revealed there was a significant
difference in the AEL scale total
score for Group A (M=6.12,
SD=0.88) and Group B (M=3.89,
SD=1.45); (t=10.36, p<0.001).

Each of the AEL subscales of
sensing, processing, and
responding also had statistically
significant differences between
the two groups (Group A’s mean
scores were 6.01, 5.98, 6.32, and
Group B’s were 3.94, 3.56, 4.08).
The subscale with the highest
mean was responding (Group A;
µ=6.32) and the lowest subscale
mean was processing (Group B;
µ=3.56) (see Table 2). In
addition, statistically significant

differences were found between
Group A and B for each of the
11-items composing the AEL
scale (see Table 3). Results were
confirmed with nonparametric
Mann-Whitney U tests because
the groups were of unequal size.

The last question on the
survey asked participants to
identify which characteristic from
the 11-item AEL scale was most
important to them as a patient.
The characteristic identified the

Nursing Economic$

Table 1.
Demographics Characteristic by Group and Overall

Characteristics

Total**
N=244
n (%)

Group A
N=194

Positive
Perception Nurse

Listening n (%)

Group B
N=50

Negative
Perception Nurse

Listening n (%)
p*

(two-tailed) Cramer’s V

Gender

Male 123 (50.8) 97 (50.3) 26 (53.1)
0.726 0.023

Female 119 (49.2) 96 (49.7) 23 (46.9)
Ethnicity

White 150 (62) 122 (62.9) 28 (58.3)

0.435 0.106
Hispanic 40 (16.5) 31 (16.0) 9 (18.8)
Black 38 (15.7) 28 (14.4) 10 (20.8)
Other 14 (5.8) 13 (6.7) 1 (2.1)

Surgery

Yes 151 (62.4) 125 (65.1) 26 (52.0)
0.088 0.110

No 91 (37.6) 67 (34.9) 24 (48.0)
English as First Language

Yes 225 (92.6) 177 (91.7) 48 (96.0)
0.302 0.066

No 18 (7.4) 16 (8.3) 2 (4.0)
Readmission after Hospitalization

Yes 40 (16.7) 34 (17.8) 6 (12.5)
0.379 0.057

No 199 (83.3) 157 (82.2) 42 (87.5)
Age µ (SD) 59.77 (16.93) 60.68 (17.07) 55.98 (15.93) 0.091
Length of Stay (days)

µ (SD) 4.77 (6.28) 4.34 (3.95) 6.47 (11.42) 0.873

*c2 used for dichotomous and categorical data; t-test used for age; Mann-Whitney U test used for length of stay due to
lack of normal distribution
**Not all participants answered every demographic survey item

September/October 2020 | Volume 38 Number 5272

Nursing Economic$

Table 2.
Group Comparison: Subscales and Total Score for Active Empathic Listening Scale

Subscales and
Total Tool Group n M SD t*

p

(two-tailed)

Sensing
Positive (A) 194 6.0064 1.02298

9.180 <0.001 Negative (B) 50 3.9433 1.50193

Processing
Positive 193 5.9810 1.17578

10.557 <0.001 Negative 50 3.5633 1.50468

Responding
Positive 194 6.3174 0.85376

9.547 <0.001 Negative 50 4.0783 1.60086

Total Tool
Positive 194 6.1170 0.88223

10.360 <0.001 Negative 50 3.8941 1.44960

* Independent t-test

Table 3.
Group Comparison: Perceived Difference Between Nurses Who Exhibit Active Empathic Listening

Behaviors and Those Who Do Not

Characteristic/Behavior
Listening

Perception n M SD t*
p

(two-tailed)

Sensitive to what I was not saying
Positive 190 6.06 1.24

8.405 <0.001 Negative 48 3.71 1.83

Aware of what I implied but did not say
Positive 190 5.66 1.49

7.254 <0.001 Negative 45 3.56 1.80

Understood how I felt
Positive 190 6.31 0.93

8.417 <0.001 Negative 48 4.27 1.61

Listened for more than spoken words
Positive 192 6.05 1.15

9.203 <0.001 Negative 47 3.91 1.49

Assured me they would remember what I said
Positive 191 5.86 1.53

8.699 <0.001 Negative 50 3.68 1.73

Summarized points of agreement and
disagreement when appropriate

Positive 188 5.99 1.40
10.231 <0.001

Negative 47 3.62 1.51

Kept track of points I made
Positive 190 6.08 1.14

10.922 <0.001 Negative 47 3.40 1.58

Assured me they were listening by verbal
acknowledgments

Positive 194 6.43 0.89
10.255 <0.001

Negative 49 3.98 1.61

Assured me they were receptive to my ideas
Positive 188 6.16 1.06

7.934 <0.001 Negative 49 3.92 1.90

Asked questions that showed they understood
my positions

Positive 192 6.34 0.95
9.181 <0.001

Negative 48 3.98 1.72
Showed me they were listening with their
body language (e.g., head nods)

Positive 192 6.31 0.98
7.429 <0.001

Negative 50 4.30 1.84

* Independent t-test

Note: AEL Scale adapted from Drollinger et al., 2006.

September/October 2020 | Volume 38 Number 5 273

most (21.6%) was “The nurses
understood how I felt,”
belonging to the sensing
subscale. The second, third, and
fourth highest made up 41.4% of
the responses and were all
characteristics of the responding
subscale (see Table 4).

The AEL scale overall
internal consistency using
Cronbach’s alpha reliability was
0.965. All the item-item
correlations were positive and
ranged from 0.564 to 1.000. The
Cronbach alpha coefficients for
the AEL subscales were 0.915 for
sensing, 0.901 for processing,
and 0.949 for responding. The
subscale item-item correlations
were all positive. Reliability for
the AEL scale total score and
subscales was strong with all
Cronbach alpha coefficients
exceeding 0.90.

Discussion

With patient experience
driving financial, quality, and

safety performance, nurses at
the core of patient interactions
need to understand better the
impact their communication has
on meeting patients’ needs. No
significant differences were
noted in the demographics
between those participants who
perceived their nurses listened
to them throughout their
hospitalization (score of 7 or 8
on the first survey question) and
those who did not (score of 6
or below). This finding suggests
that age, gender, ethnicity,
surgical or medical, LOS, or
readmission do not impact how
patients perceive listening. This
is important given the diversity
of patients and the fundamental
need to be listened to. In a
study conducted by The Beryl
Institute (Wolf, 2018), 91% of
the respondents believed patient
experience was either extremely
important or very important to
them. Being listened to was
consistently ranked as the top
factor influencing patient

experience across all age groups
and internationally (Wolf, 2018).

To establish excellence in
the focused area of patient
interactions, a foundation of
communication skills to meet
these needs is essential.
Effective listening is the most
essential part of good
communication (Drollinger et
al., 2006). The AEL survey
instrument captures the main
characteristics of listening. This
was confirmed by the results of
this study. There was a
significant difference in the two
groups not only in the total AEL
score but for each of the
subscales and each of the
individual behaviors. These
results begin to fill the gap on
what is important from the
patient’s perspective in
achieving effective
communication.

With listening behaviors
from the patient’s perspective
poorly understood, this study is
the first to identify effective AEL

Nursing Economic$

Table 4.
Active Empathic Listening Scale Behavior Most Important to Patients

Characteristic: The nurses… Frequency Valid % Subscale

…understood how I felt. 45 21.6 Sensing
…asked questions that showed they understood my positions. 39 18.8 Responding
…assured me they were listening by using verbal acknowledgments. 27 13.0 Responding
…showed me they were listening by their body language (e.g., head nods). 20 9.6 Responding
…were sensitive to what I was not saying. 19 9.1 Sensing
…listened for more than just my spoken words. 15 7.2 Sensing
…kept track of points I made. 11 5.3 Processing
…assured me they would remember what I said. 10 4.8 Processing
…summarized points of agreement and disagreement when appropriate. 10 4.8 Processing
…were aware of what I implied but did not say. 6 2.9 Sensing
…assured me they were receptive to my ideas. 6 2.9 Responding

Note: AEL Scale adapted from Drollinger et al., 2006.

September/October 2020 | Volume 38 Number 5274

behaviors through the patient’s
lens. The last question on the
survey asked participants to
identify the nurse listening
behavior they perceived as most
important. The rank order of
importance to the patient may
guide the priority of intervention
to enhance the perception of
being listened to. Prior research
(Bodie et al., 2012; Clementi,
2006; Jonas-Simpson et al., 2006;
Myers, 2000) identified common
verbal and nonverbal
characteristics of effective
listening. The verbal
characteristics of using questions
and content-appropriate
responses may be comparable
to the AEL scale items “The
nurses asked questions that
showed they understood my
positions” and “The nurses
assured me that they were
listening by using verbal
acknowledgments.” These AEL
behaviors ranked second and
third as most important to
patients.

The AEL scale included a
similar nonverbal behavior “The
nurses showed me they were
listening by their body language
(e.g., head nods).” In this study,
this behavior ranked fourth most
important. “The nurses
understood how I felt” was the
AEL behavior ranked as most
important to the participants
based on rank order response
frequency. This behavior is
similar to the findings in Myers’
study (2000) with participants
who associated being
empathetically understood and
heard. These assumed
commonalities align earlier
results with this study to further
support them as priority

behaviors to be addressed in
nursing practice.

The AEL scale has been
used to evaluate listening
behaviors of salespersons,
supervisors, and communication
students with established
reliability. The Cronbach alphas
calculated for the total score, as
well as each of the subscales,
exhibited strong reliability. The
reliability of the AEL scale
suggests it can be effectively
applied across a variety of
interpersonal relationships.

The focus on patient
experience has gained
momentum as a priority in
health care over the last decade
(Wolf, 2018). In a recent survey
by the Beryl Institute (Wolf,
2019), patient experience was
identified as one of the top
three organizational priorities in
the next 3 years. According to
Press Ganey (2018), “Patient
experience is five times more
likely to influence brand loyalty
than other marketing strategies”
(p. 1). The cost of poor
performance is negatively
impacting hospitals’ financial
bottom lines through pay for
performance and consumer
loyalty. To address this hospital
economic impact, it is
imperative to enhance nurse-
patient communication and,
more specifically listening, from
the patient’s perspective. The
growing body of evidence
demonstrating the influence
nurse communication has on
patient experience outcomes
further substantiates the need
for research to narrow the gap
in nursing science.

Limitations

The primary limitation of
this study was the use of a
convenience sample, limiting
the generalizability of the
findings. The sample was
limited to patients whose
discharge destination was home.
Another limitation was the low
response rate from both the
email and paper surveys that
included a small sample size for
the negative perception group.
After patients are discharged
from a hospital, they can receive
multiple surveys from the
hospital and other sources,
resulting in the potential for
survey fatigue. The volume of
email communications with the
ever-increasing use of electronic
methods to communicate could
have also resulted in the survey
being overlooked. The sample
size required for statistical
analysis was achieved only
through a commitment to
distribute numerous surveys
with the response rate so low.
Personal contact with the patient
before discharge from the
hospital to inform them of the
study and to expect the survey
may have resulted in a higher
response rate.

The Likert scale used for the
response to the filter question
“Did your nurses listen to you
throughout your hospitalization”
ranged from 1 not at all to 8 the
most possible might have been
interpreted differently by
participants. With the complex
hospital environment where
multi-tasking is common, the
patient’s observation of busy
nurses could have been
interpreted as doing “as much

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September/October 2020 | Volume 38 Number 5 275

as possible” given the
circumstances resulting in a
more favorable score.

Implications for Practice

With the growing evidence
of the importance and impact
on patient experience focused
on nurse-patient interactions,
each of the 11 listening
behaviors included in the AEL
scale is a behavior that should
be an essential component of
nursing education and
incorporated into nursing
practice. AEL behaviors can be
taught and validated in skills
labs, simulation, or clinical
settings and may favorably
influence the patient experience.
The rank order of importance to
the patient may be a starting
point to focus on educational
resources.

Conclusion

Essential to a positive nurse-
patient relationship is good
nurse communication, including
listening skills. With the absence
of empirical evidence, the
accepted practice of nurse
listening is based on
assumptions and not the
patient’s reality. The findings
from this study begin the
journey in addressing the
nursing science gap to
understand the complex skill of
listening from the patient’s
perspective. This study suggests
effective active empathetic nurse
listening skills will influence a
positive patient experience. The
correlation between the AEL
total score and HCAHPS
responses associated with nurse

communication (listening)
should be explored further.
Further research needs to be
conducted in other hospital
settings and locations across the
country to fill the gap in
knowledge on this critical
element of nurse-patient
communication impacting
quality, safety, and patient
experience. $

Karen K. Myers, PhD, RN, NEA-BC
PhD Graduate
Texas Woman’s University, College of Nursing
Houston, TX

Rebecca Krepper, PhD, MBA, RN
Professor
Texas Woman’s University, College of Nursing
Houston, TX

Ainslie Nibert, PhD, RN, FAAN
Associate Dean
Associate Professor
Texas Woman’s University, College of Nursing
Houston, TX

Robin Toms, PhD, MN, RN, NEA-BC
Professor
Texas Woman’s University, College of Nursing
Houston, TX

Acknowledgment: The authors thank the
Memorial Hermann Health System-TMC for
their support.

References
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to err is human: Are we listening to
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Becker’s Hospital Review (2017). CFOs: The
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Bodie, G.D. (2011). The active-empathic
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Bodie, G.D., St. Cyr, K., Pence, M., Rold, M.,
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Centers for Medicare & Medicaid Services
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Clementi, P.S. (2006). Patient expectations
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Comer, L.B., & Drollinger, T. (1999). Active
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Drollinger, T., Comer, L.B., & Warrington, P.T.
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Fenniman, A. (2010). Understanding each
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Jonas-Simpson, C., Mitchell, G.J., Fisher, A.,
Jones, G., & Linscott, J. (2006). The
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Myers, S. (2000). Empathetic listening:
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Press Ganey®. (2013). The rising tide
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Press Ganey®. (2018). Consumerism: The
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experience-in-brand-management

continued on page 266

Nursing Economic$

September/October 2020 | Volume 38 Number 5266

Voice of the Patient
continued from page 275

Ramsey, R.P., & Sohi, R.S. (1997). Listening to your customers: The impact of perceived

salesperson listening behavior on relationship outcomes. Journal of the Academy of
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Rodak, S. (2013). Investing in nurse communication pays dividends in HCAHPS scores.
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2012/a-focus-on-nurse-communication-the-most-powerful-c

Wolf, J.A. (2018). Consumer perspectives on patient experience 2018 [White paper]. Beryl
Institute. https://www.theberylinstitute.org/page/PXCONSUMERSTUDY

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experience [White paper]. Beryl Institute. https://www.theberylinstitute.org/page/PXBENCH
MARKING

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prohibited without permission.

Chamberlain College of Nursing NR439: Evidence-Based Practice

Week 6: Reading Research Literature Worksheet

Directions: Complete the following required worksheet using the required article for the current session.

Name:

Date:

Purpose of the Study:

Research & Design:

Sample:

Data Collection:

Data Analysis:

Limitations:

Findings/Discussion:

Reading Research Literature:

3/2020 ST 1