5.5.1 The impact of nurse education on the caring behaviours of nursing students (180)

Fiona Murphy, Senior Lecturer, School of Health Science, University of Wales Swansea, Swansea,Wales, United Kingdom Co authors: Steve Jones, Mark Edwards & Jane James f.murphy@swan.ac.uk

Abstract:

Background:

There is an expectation that students entering a nursing course should have appropriate caring values and behaviours and that the process of nurse education should nurture and develop students to behave in a caring, compassionate yet professional manner (Karaõz 2005). However, there is some evidence that the educational process for nursing students does modify their caring behaviours but not always in a positive way (Smith 1992).

Aim:

To identify whether nursing student’s caring behaviours as part of nursing practice are subject to a time effect and change over a three-year pre-registration nursing course.

Methods:

Quantitative, single, cross section survey of nursing students from one higher education institution in Wales. A population sample of two cohorts. Cohort 1 were 197 first year students entering an undergraduate nursing course (80 responded). Cohort 2 were 145 third year students (94 responded). Students completed a questionnaire incorporating the Caring Behaviors Inventory (CBI) (Wolf et al. 1994). Data were collected between 2005 and 2006.

Results:

A statistically significant difference was found in caring behaviours between first years and third years, where third years consistently scored lower than first years. These differences were exaggerated for those aged under 26 and increased further for those with no previous experience of caring and who were under 26.

Discussion:

Smith’s (1992) notion of a ‘caring trajectory’ where some student’s perceptions of care as part of nursing are modified and change over a course is supported. This and the effects of occupational socialisation will be discussed as influential in this process.

Conclusion:

Caring is a core component of nursing practice but the process of nurse education modifies and erodes student’s caring behaviours. This implies that nurse educationalists should implement strategies to promote and support students in preserving these behaviours.

Biography:

Fiona Murphy is a Senior Lecturer and Head of the Centre of Clinical Nursing studies in the School of Health Science. One of her research interests, is the place of caring within nursing practice and how that may be developed in students.