Labrague Leodoro J, McEnroe-Petitte Denise M, Papathanasiou Ioanna V, Edet Olaide B, Arulappan Judie
Phi Gamma, Lecturer, Department of Fundamentals and Administration, College of Nursing, Sultan Qaboos University, Muscat, Sultanate of Oman.
Delta Xi, Associate Professor, Kent State University Tuscarawas, Kent, OH, USA.
J Nurs Scholarsh. 2015 Jul;47(4):338-46. doi: 10.1111/jnu.12139. Epub 2015 May 8.
The aim of this study was to identify the correlation between instructors' and students' caring behaviors and to explore the impact of instructors' caring on students' perceptions of their own caring behaviors.
A descriptive, nonexperimental design was used in this study.
A total of 586 student nurses from four countries (Greece, the Philippines, India, and Nigeria) were recruited to participate in this study during the months of September 2013 to January 2014. Data collection was based on interviews using two standardized questionnaires: the Nursing Students' Perception of Instructor Caring (NSPIC) and the Caring Behavior Inventory (CBI). Inferential statistics such as the Pearson r correlation and regression analysis were used to determine correlations between relevant variables.
Student nurses perceived "instills confidence through caring" (mean = 4.275, SD = 0.755) as the most frequently demonstrated subscale, while "control vs. flexibility" (mean = 3.469, SD = 0.701) was the least demonstrated subscale. The highest self-reported subscale in the CBI was "assurance" (mean = 4.796, SD = 0.949), while "connectedness" (mean = 4.541, SD = 0.985) was the lowest self-rated subscale. The NSPIC correlated significantly with the CBI (r = .587, p < .001). Four of the five subscales in the NSPIC correlated significantly with the CBI when considered individually; the exception was the "Supportive learning climate" subscale (r = .009, p < .40). Among the NSPIC subscales, "instills confidence through caring" explained 32% in the CBI and "appreciation of life's meaning" explained 3% in the CBI.
Instructors' caring behaviors influenced nursing students' caring behaviors positively. Through positive faculty modeling and role modeling, nursing students can be professionally trained to develop the competence of caring.
The knowledge generated from this study provides direction in developing useful and effective caring strategies and curricular programs for nursing students. Understanding this concept in a cross-cultural context is necessary in order to develop an international perspective about caring, which is necessary in developing and formulating effective teaching and clinical strategies.
本研究旨在确定教师与学生关怀行为之间的相关性，并探讨教师关怀对学生对自身关怀行为认知的影响。
本研究采用描述性非实验设计。
在2013年9月至2014年1月期间，招募了来自四个国家（希腊、菲律宾、印度和尼日利亚）的586名护生参与本研究。数据收集基于使用两份标准化问卷进行的访谈：《护理学生对教师关怀的认知》（NSPIC）和《关怀行为量表》（CBI）。使用Pearson r相关性分析和回归分析等推断统计方法来确定相关变量之间的相关性。
护生认为“通过关怀灌输信心”（均值=4.275，标准差=0.755）是最常表现出的分量表，而“控制与灵活性”（均值=3.469，标准差=0.701）是表现最少的分量表。CBI中自我报告得分最高的分量表是“保证”（均值=4.796，标准差=0.949），而“联系”（均值=4.541，标准差=0.985）是自我评分最低的分量表。NSPIC与CBI显著相关（r = 0.587，p < 0.001）。NSPIC的五个分量表中有四个单独考虑时与CBI显著相关；例外的是“支持性学习氛围”分量表（r = 0.009，p < 0.40）。在NSPIC分量表中，“通过关怀灌输信心”在CBI中解释了32%的变异，“对生命意义的欣赏”在CBI中解释了3%的变异。
教师的关怀行为对护生的关怀行为有积极影响。通过积极的教师示范和榜样作用，可以对护生进行专业培训，以培养关怀能力。
本研究产生的知识为制定针对护生的有用且有效的关怀策略和课程计划提供了方向。在跨文化背景下理解这一概念对于形成关于关怀的国际视角是必要的，而这对于制定有效的教学和临床策略是必不可少的。
