Simmons P R, Cavanaugh S
Pennsylvania State University, Hershey 17033, USA.
J Prof Nurs. 1996 Nov-Dec;12(6):373-81. doi: 10.1016/s8755-7223(96)80085-8.
A mailed random-sample survey of 350 senior baccalaureate nursing students explored relationships among early maternal and paternal care, the caring climate of nursing schools, and caring ability. Caring ability was quantified with the Caring Ability Inventory, Maternal and paternal care were measured with the Parental Bonding Instrument. School climate was measured on the Charles F. Kettering School Climate Inventory. There is no linear correlation between level of maternal or paternal care and subsequent caring ability (r = .01 and 0.01, respectively). However, a curvilinear relationship exists: Those with higher caring are respondents who scored both at the highest and the lowest levels of maternal care. Moreover, levels of caring within nursing schools appear to moderate caring ability developed at home. A caring school climate is the strongest predictor of caring ability (r = 0.16, P < .01). Thus, it is of concern to note that only 52 per cent of the respondents rated their schools high in caring. Caring is a valued attribute in professional nursing. If this quality is to flourish, it must be cultivated within the climate of nursing schools that exert a major professional socializing influence on future nurses.
一项对350名护理学专业本科高年级学生进行的邮寄随机抽样调查，探究了早期父母关爱、护理院校的关爱氛围与关爱能力之间的关系。关爱能力通过关爱能力量表进行量化，父母关爱通过父母教养方式问卷进行测量。院校氛围通过查尔斯·F·凯特林院校氛围量表进行测量。母亲或父亲的关爱程度与随后的关爱能力之间不存在线性相关性（相关系数分别为r = 0.01和0.01）。然而，存在一种曲线关系：关爱能力较高的受访者是那些在母亲关爱程度的最高水平和最低水平上得分都较高的人。此外，护理院校内部的关爱水平似乎会调节在家中形成的关爱能力。关爱型的院校氛围是关爱能力的最强预测因素（r = 0.16，P < .01）。因此，值得关注的是，只有52%的受访者对其院校的关爱程度给予了高分。关爱是专业护理中一项受重视的特质。如果要培养这种品质，就必须在护理院校的氛围中进行培育，因为护理院校会对未来的护士产生重大的专业社会化影响。
