PURPOSE: The aim of this study was to identify perceptions of caring behaviors in student nurses from four countries. METHODS: This study employed a descriptive, comparative survey design. Four hundred sixty-seven students were recruited from four countries (Nigeria, India, Greece, and the Philippines) to participate in the study during the months of September 2013 to January 2014. Data were collected using the Caring Behavior Inventory. FINDINGS: The highest ranked subscale was "assurance of human presence" (4.827 ± 0.927), while "positive connectedness" (4.610 ± 0.949) was the lowest ranked subscale. There were no statistically significant correlations between the Caring Behavior Inventory scale and gender (F = 0.215, p = .643), educational level (F = 0.396, p = .529), and family structure of students (F = 0.680, p = .410), except for age (F = 9.380, p = .002, η2 = 0.141) and the country of origin (F = 5.772, p = .001, η2 = 0.036). CONCLUSION: Students from four countries possess positive caring behaviors, specifically on physically based caring interventions, while there is a need to emphasize expressive caring behaviors during nursing education and training. IMPLICATION FOR NURSING PRACTICE: Caring interventions should be carried out in order to help students build or enhance their caring behaviors that can be adapted to clinical situations.
PURPOSE: The aim of this study was to identify perceptions of caring behaviors in student nurses from four countries. METHODS: This study employed a descriptive, comparative survey design. Four hundred sixty-seven students were recruited from four countries (Nigeria, India, Greece, and the Philippines) to participate in the study during the months of September 2013 to January 2014. Data were collected using the Caring Behavior Inventory. FINDINGS: The highest ranked subscale was "assurance of human presence" (4.827 ± 0.927), while "positive connectedness" (4.610 ± 0.949) was the lowest ranked subscale. There were no statistically significant correlations between the Caring Behavior Inventory scale and gender (F = 0.215, p = .643), educational level (F = 0.396, p = .529), and family structure of students (F = 0.680, p = .410), except for age (F = 9.380, p = .002, η2 = 0.141) and the country of origin (F = 5.772, p = .001, η2 = 0.036). CONCLUSION: Students from four countries possess positive caring behaviors, specifically on physically based caring interventions, while there is a need to emphasize expressive caring behaviors during nursing education and training. IMPLICATION FOR NURSING PRACTICE: Caring interventions should be carried out in order to help students build or enhance their caring behaviors that can be adapted to clinical situations.
Authors: Macarena Romero-Martín; Juan Gómez-Salgado; Máximo de la Fuente-Ginés; Juana Macías-Seda; Alejandro García-Díaz; José Antonio Ponce-Blandón Journal: PLoS One Date: 2019-02-28 Impact factor: 3.240
Authors: Paola Ferri; Serena Stifani; Elena Morotti; Maria Nuvoletta; Loris Bonetti; Sergio Rovesti; Anna Cutino; Rosaria Di Lorenzo Journal: Psychol Res Behav Manag Date: 2020-12-24
Authors: Michał Machul; Magdalena Dziurka; Agnieszka Gniadek; Joanna Gotlib; Aleksandra Gutysz-Wojnicka; Michał Kotowski; Dorota Kozieł; Kamila Krasucka; Anna Obuchowska; Patrycja Ozdoba; Mariusz Panczyk; Aleksandra Pydyś; Izabella Uchmanowicz; Beata Dobrowolska Journal: Int J Environ Res Public Health Date: 2022-09-08 Impact factor: 4.614