Universidad Complutense de Madrid, Faculty of Nursing, Physiotherapy and Podiatry, Department of Nursing, Service of Internal Medicine, Hospital Universitario Infanta Leonor, Madrid 28031, Spain.
Universidad Europea de Madrid, Faculty of Biomedical and Health Sciences, Department of Nursing, Madrid 28670, Spain.
Nurse Educ Today. 2019 Dec;83:104196. doi: 10.1016/j.nedt.2019.08.014. Epub 2019 Aug 20.
Nursing is an art and science based on knowledge of professional caring. As such, the examination of how students perceive care may improve the way this concept is taught and learnt in nursing.
To examine and describe the perception of caring among Spanish nursing students.
A cross-sectional design.
From an initial population of 500 students, 321 volunteers participated in this study by completing the Caring Dimensions Inventory (CDI-25) during April 2014. Parametric tests were used to perform descriptive analyses of the dimensions of caring and the predominant factor; additionally, inferential (bivariate) analyses were performed of the dimensions of caring and of the predominant factor according to each of the independent variables. A logistic multinomial regression of the predominant psychosocial factor was calculated using the professional-technical factor as a reference, with adjustments for each of the covariates.
The two dimensions most identified by students in relation to caring were: Providing privacy for a patient (D23) and Listening to a patient (D13) whereas the least identified were: Putting the needs of a patient before your own (D19) and Sharing your personal problems with a patient (D16). Overall, students identified caring mostly with the Psychosocial Factor (F1) (psychosocial aspects of care). Students in their first year identified caring more with the professional-technical factor, whereas those in their third and fourth year did so with the psychosocial factor.
The perception of caring among nursing students is a dynamic phenomenon that is modified throughout the nurse education process. The academic year, previous work experience in healthcare and the type of access to the university influence students' perceptions of caring.
护理是一门基于专业关怀知识的艺术和科学。因此，研究学生如何看待关怀可以改善护理中教授和学习这一概念的方式。
检查和描述西班牙护理学生对关怀的看法。
横断面设计。
从最初的 500 名学生中，有 321 名志愿者通过在 2014 年 4 月填写关怀维度量表（CDI-25）参与了这项研究。采用参数检验对关怀的维度和主要因素进行描述性分析；此外，根据每个独立变量对关怀的维度和主要因素进行了推断（双变量）分析。使用职业-技术因素作为参考，对主要心理社会因素进行逻辑多项回归，对每个协变量进行调整。
学生在关怀方面最认同的两个维度是：为患者提供隐私（D23）和倾听患者（D13），而最不认同的是：将患者的需求放在自己的需求之前（D19）和与患者分享个人问题（D16）。总体而言，学生主要将关怀与心理社会因素（F1）（关怀的心理社会方面）联系起来。一年级学生更多地将关怀与专业技术因素联系起来，而三四年级学生则更多地与心理社会因素联系起来。
护理学生对关怀的看法是一个动态的现象，在护士教育过程中会发生变化。学年、以前在医疗保健方面的工作经验以及进入大学的类型会影响学生对关怀的看法。
