Nursing Students' Caring Behavior as an Outcome of Instructors' Caring: First Results from an International Study

2.50
Hdl Handle:
http://hdl.handle.net/10755/603121
Category:
Full-text
Format:
Text-based Document
Type:
Presentation
Title:
Nursing Students' Caring Behavior as an Outcome of Instructors' Caring: First Results from an International Study
Other Titles:
Outcomes of Professional and Student Nursing Practice [Session]
Author(s):
McEnroe-Petitte, Denise M.
Lead Author STTI Affiliation:
Delta Xi
Author Details:
Denise M. McEnroe-Petitte, RN, dpetitt2@kent.edu
Abstract:
Session presented on Tuesday, November 10, 2015: Theoretically, caring relationships between faculty and student generates a caring moment. However, there is a scarcity of empirical evidence about how caring interactions with faculty can enhance students’ caring outcomes.  The aim of this study was to identify the levels of students’ and instructors’ caring behavior and to investigate if there is a correlation between instructors’ and students’ caring behavior.  A descriptive, non – experimental design was used in this study. Data Collection was based on interviews using two standardized questionnaires; the Nursing Students’ Perception of Instructor Caring (NSPIC) and the Caring Behavior Inventory (CBI). Respondents consist of nursing students from identified schools and colleges of nursing in different countries. Descriptive statistics such as frequencies, means, percentages and standard deviations are been utilized. Inferential statistics such as pearson r correlation and regression analysis have been used to determined correlations between relevant variables. Level of significance accepted is p < 0.05.  The sample consists of 368 nursing students (91% female, 9% male) from seven countries  (26% Philippines, 31.5% Greece, 1% Kenya, 0.5 Oman, 35.5% India, 5% Nigeria, 0.5% Saudi Arabia). Forty two percent of students are in the second years of studies, 13% in the third year and 45% in the fourth year. The mean score of NSPIC is 4.02±0.30 and the mean of CBI is 4.56±0.13. The mean for each factor of NSPIC is 4.39±0.13 for the factor “instills confidence through caring”, 3.92±0.212 for “supportive learning climate”, 4.06±0.06 for “appreciation of life’s meaning”, 3.66±0.11 for “control versus flexibility” and 4.01±0.48 for “respectful sharing”.  The mean for each factor of CBI is 4.63±0.11 for the factor “assurance”, 4.58±0.06 for “knowledge and skills”, 4.55±0.18 for “respectful” and 4.47±0.14 for “connectedness”. Correlation analysis showed statistically significance between relevant variables.  Instructors’ caring behavior affects nursing students’ caring behavior. Through positive faculty modeling and role modeling, nursing students can be professionally trained to develop the competence of caring. Moreover, when the climate of nursing education is perceived as caring, students acquire a professional way of being and learn to care as a professional nurse.
Keywords:
caring behavior; nursing instructors; nursing students
Repository Posting Date:
21-Mar-2016
Date of Publication:
21-Mar-2016
Other Identifiers:
CONV15G25
Conference Date:
2015
Conference Name:
43rd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Las Vegas, Nevada, USA
Description:
43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePresentationen
dc.titleNursing Students' Caring Behavior as an Outcome of Instructors' Caring: First Results from an International Studyen
dc.title.alternativeOutcomes of Professional and Student Nursing Practice [Session]en
dc.contributor.authorMcEnroe-Petitte, Denise M.en
dc.contributor.departmentDelta Xien
dc.author.detailsDenise M. McEnroe-Petitte, RN, dpetitt2@kent.eduen
dc.identifier.urihttp://hdl.handle.net/10755/603121en
dc.description.abstractSession presented on Tuesday, November 10, 2015: Theoretically, caring relationships between faculty and student generates a caring moment. However, there is a scarcity of empirical evidence about how caring interactions with faculty can enhance students’ caring outcomes.  The aim of this study was to identify the levels of students’ and instructors’ caring behavior and to investigate if there is a correlation between instructors’ and students’ caring behavior.  A descriptive, non – experimental design was used in this study. Data Collection was based on interviews using two standardized questionnaires; the Nursing Students’ Perception of Instructor Caring (NSPIC) and the Caring Behavior Inventory (CBI). Respondents consist of nursing students from identified schools and colleges of nursing in different countries. Descriptive statistics such as frequencies, means, percentages and standard deviations are been utilized. Inferential statistics such as pearson r correlation and regression analysis have been used to determined correlations between relevant variables. Level of significance accepted is p < 0.05.  The sample consists of 368 nursing students (91% female, 9% male) from seven countries  (26% Philippines, 31.5% Greece, 1% Kenya, 0.5 Oman, 35.5% India, 5% Nigeria, 0.5% Saudi Arabia). Forty two percent of students are in the second years of studies, 13% in the third year and 45% in the fourth year. The mean score of NSPIC is 4.02±0.30 and the mean of CBI is 4.56±0.13. The mean for each factor of NSPIC is 4.39±0.13 for the factor “instills confidence through caring”, 3.92±0.212 for “supportive learning climate”, 4.06±0.06 for “appreciation of life’s meaning”, 3.66±0.11 for “control versus flexibility” and 4.01±0.48 for “respectful sharing”.  The mean for each factor of CBI is 4.63±0.11 for the factor “assurance”, 4.58±0.06 for “knowledge and skills”, 4.55±0.18 for “respectful” and 4.47±0.14 for “connectedness”. Correlation analysis showed statistically significance between relevant variables.  Instructors’ caring behavior affects nursing students’ caring behavior. Through positive faculty modeling and role modeling, nursing students can be professionally trained to develop the competence of caring. Moreover, when the climate of nursing education is perceived as caring, students acquire a professional way of being and learn to care as a professional nurse.en
dc.subjectcaring behavioren
dc.subjectnursing instructorsen
dc.subjectnursing studentsen
dc.date.available2016-03-21T16:43:44Zen
dc.date.issued2016-03-21en
dc.date.accessioned2016-03-21T16:43:44Zen
dc.conference.date2015en
dc.conference.name43rd Biennial Conventionen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationLas Vegas, Nevada, USAen
dc.description43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`en
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