Zamanzadeh Vahid, Valizadeh Leila, Azimzadeh Roghaieh, Aminaie Nasim, Yousefzadeh Sedigeh
Medical Education Research Center, Department of Medical Surgical Nursing, Faculty of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran.
Department of Pediatric Nursing, Faculty of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran.
J Caring Sci. 2014 Jun 1;3(2):93-101. doi: 10.5681/jcs.2014.010. eCollection 2014 Jun.
The essence of professional nursing is caring and so, nursing education must make caring as a significant part of their curricula. In this regard, little research exists about how nursing students perceive caring. The aim of this study is to investigate the nursing students' perception toward caring and thus, the impact of socialization process on their perception of caring will be determined.
A cross-sectional study was done among all first and fourth-year nursing students (n=230) in Tabriz and Urmia faculties of nursing, 2012. Data were collected using Larson's Caring Questionnaire that assessed the importance of nursing care behaviors (n=50) in six dimensions: "being accessible", "explains and facilitates", "comforts", "anticipates", "trusting relationship" and "monitors and follows through".
The importance of caring behaviors was evaluated by the first and fourth-year nursing students in moderate to high level and also, the both groups considered higher ranks for "monitors and follows through" and "being accessible" and lower ranks for "anticipates" and "trusting relationships". The fourth-year students only ranked "explains and facilitates" higher than the first-year students, but the "comforts" dimension is not differed significantly between groups.
The findings demonstrated that nursing education in this study has not likely succeeded in producing intended changes in the nursing students' perceptions. It is recommended to exactly find the perceptual changes or in principle the professional socialization process of nursing students, more research using longitudinal designs be conducted to examine the differences in students' perceptions of caring upon entering and completing the nursing program.
专业护理的本质是关怀，因此，护理教育必须将关怀作为其课程的重要组成部分。在这方面，关于护理专业学生如何看待关怀的研究很少。本研究的目的是调查护理专业学生对关怀的看法，从而确定社会化过程对他们关怀认知的影响。
2012年，在大不里士和乌尔米耶护理学院对所有大一和大四护理专业学生（n = 230）进行了一项横断面研究。使用拉森关怀问卷收集数据，该问卷从六个维度评估护理行为的重要性（n = 50）：“随时可及”、“解释与协助”、“安慰”、“预见”、“信任关系”和“监督与跟进”。
大一和大四护理专业学生对关怀行为重要性的评价为中等至高程度，并且两组都认为“监督与跟进”和“随时可及”的排名较高，而“预见”和“信任关系”的排名较低。大四学生仅将“解释与协助”的排名高于大一学生，但“安慰”维度在两组之间没有显著差异。
研究结果表明，本研究中的护理教育不太可能成功地使护理专业学生的认知产生预期的变化。建议确切找出护理专业学生的认知变化或其专业社会化过程，开展更多采用纵向设计的研究，以检验学生在进入和完成护理课程时对关怀认知的差异。
