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Empathy, broadly defined as the ability to experience another's emotions and perceptions, is one of the major attitudes and actions underpinning an individual's participation in dialogue across diversity. The goal of this methodological paper is to operationalize empathy as a discursive construct, manifested in children and adolescent dialogic interactions. A coding scheme is developed based on three distinct steps. First, a review of the operational definitions of empathy is carried out, to capture how its related values, skills, and dispositions have been detected thus far. Second, the definitional elements resulting from this overview are represented in the dialogical notion of other-orientedness, which can be manifested, actually and potentially, in discourse. Moves are distinguished in 8 categories based on their disposition to be potentially other-oriented (dialogicity), which becomes actually manifested depending on their relevance to the discourse they are used in. Dialogicity and relevance are captured by the coding scheme proposed in this paper, which is validated and used to illustrate how it can reveal dialogical empathy and the development of common ground in interactions. • Providing a validated coding scheme for capturing the manifestations of dialogical empathy in dialogues. • Operationalizing empathy for the purposes of discourse analysis. • Showing the relationship between dialogical empathy and other-oriented moves. • Reviewing the operational definitions of empathy in psychology, discourse studies, and rhetoric. • Providing a tool for analyzing conflicts of "common" grounds. [ABSTRACT FROM AUTHOR]

Objective: Patient education is an important part of nurses' roles; however the inconsistent quality of communication skills, including those of registered nurses (RNs) from culturally and linguistically diverse (CALD) backgrounds, risk patient safety. Empowerment in patient education has been found to influence patients' self-efficacy and participation in decision-making. Discourse analysis of a whole interaction is used in this paper to trace the consequences of patient education where empowering discourse is displayed by an RN from a CALD background.Methods: Ethnographic techniques of participant observation and audio recordings of naturally occurring interactions between nurses from CALD backgrounds and their patients were conducted and analysed using interactional sociolinguistic (IS) and theme oriented discourse analytic approaches.Results: The interactional consequences of the nurse's empowering approach are readily observable in the data. The RN addresses the patient's education needs through a respectful encounter that illustrates the patient's active involvement.Conclusion: Examining the interactional consequences of empowering discourse demonstrates its effectiveness, and illustrates how empowering behaviour can be integrated into patient education, thus offering an alternative to traditional approaches.Practical Implications: Greater awareness of how to use empowering discourse will offer an alternative and consistent approach that enables nurses to facilitate patient-centred education. [ABSTRACT FROM AUTHOR]