Simmons P R, Cavanaugh S H
School of Nursing, Pennsylvania State University, Hershey, USA.
J Prof Nurs. 2000 Mar-Apr;16(2):76-83. doi: 10.1016/s8755-7223(00)80019-8.
This study represents the second phase in a longitudinal study of the development of caring ability in registered nurses. A nationwide sample of female graduates of US baccalaureate nursing programs was resurveyed 3 years after the phase-one survey taken during nursing school. The purpose of the study was to continue an evaluation of several variables contributing to the development of professional caring ability. Previously validated instruments were used to measure caring ability (Caring Ability Inventory), maternal and paternal care (Parental Bonding Instrument), and the caring climate of the respective nursing schools (Charles F. Kettering Ltd. School Climate Profile). Although parental bonding scores remained unchanged from the initial survey, caring ability scores significantly increased after entry into practice (paired student's t test, P < .001). The strongest predictor of postgraduate caring ability was student caring ability scores (r = .58, P < .001). When student caring ability scores were excluded as a potential predictor during stepwise multiple regression analysis, school climate scores were the strongest predictor of postgraduate caring ability (r = .17, P < .05). This suggests that development of professional caring ability is related to caring school environments. Furthermore, caring ability as a student predicts further development of caring ability after entry into practice.
本研究是对注册护士关怀能力发展的纵向研究的第二阶段。在美国护理学士学位项目的女性毕业生的全国性样本中，在护理学校进行第一阶段调查3年后进行了再次调查。本研究的目的是继续评估几个有助于专业关怀能力发展的变量。使用先前经过验证的工具来测量关怀能力（关怀能力量表）、父母关怀（父母教养方式问卷）以及各护理学校的关怀氛围（查尔斯·F·凯特林有限公司学校氛围概况）。尽管父母教养方式得分与初始调查相比没有变化，但进入实践后关怀能力得分显著提高（配对学生t检验，P <.001）。研究生关怀能力的最强预测因素是学生关怀能力得分（r =.58，P <.001）。在逐步多元回归分析中，当排除学生关怀能力得分作为潜在预测因素时，学校氛围得分是研究生关怀能力的最强预测因素（r =.17，P <.05）。这表明专业关怀能力的发展与关怀的学校环境有关。此外，学生时期的关怀能力可预测进入实践后关怀能力的进一步发展。
