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Borromeo, Leonora P. |
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Caring behaviors of nursing students : |
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a basis for curricular enhancement / |
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Leonora P. Borromeo |
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3874946 |
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Thesis (M.A.) -- Pamantasan ng Lungsod ng Maynila, 2006;A thesis presented to the faculty of the Graduate School of Health Sciences in partial fulfillment of the requirements for the degree Master of Arts in Nursing |
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ABSTRACT: The study aimed to determine the caring behaviors of the level 3 and 4 nursing students to serve as a basis d=for curricular enhancement. The study sought to answer the following questions: 1. What is the profile of the respondents as to the following variables: 1.1 gender, 1.2 year level 1.3 academic status 2. What are the caring behaviors of the level 3 and 4 nursing students in terms of the ten (10) carative factors of Watson, when grouped according to : 2.1 caring behavior towards patient as an individual, 2.2 caring behavior towards interpersonal relationship with patients, 2.3 caring behavior towards giving bedside care to patients, 2.4 caring behavior towards emotion? 3. Is there a significant relationship between the caring behaviors and the profile variables of the respondents. 4. What curricular program can be proposed to enhance the caring behaviors of the level 3 and 4 nursing students lading to successful nursing practice? Participants of the study were composed of the level 3 and 4 nursing students from Olivarez College of Nursing. The researcher utilized the descriptive correlation method and a questionnaire was used as a tool. The instrument utilized was adapted and modified from Cronin and Harrison's (1998) Caring Behavior Assessment. Five point Likert Scale was used by the respondents in accomplishing the questionnaires. The sampling technique used was the purposive sampling technique based on the criteria: 1. Currently enrolled in the nursing care management subjects 2. First courses or does not have any previous course(s)other than nursing, which includes transferees and shifters. Since those who passed the criteria were 500 respondents, the researcher further used the Slovin's (1960) formula. The final sample size was tow hundred twenty two (222). In computing for the statistical treatment, weighted mean, Chi-square, and Pearson r were utilized. The findings of the study revealed that out of 222 respondents 140 or 63% of the respondents were females and only 82 or 37% were males. With regards to the year level, out of 222 respondents 170 or 77% belongs to level 3 and 52 0r 23% belongs to the level 4, indicating reduction brought about by the process of screening in the school. On academic status, majority of the level 3 and 4 nursing students performed within the average passing mark, with 84 of the respondents got 76% - 80%, interpreted as fair and 113 respondents got 81%-83%, interpreted as good. However, level 4 students have smaller number of respondents with the classification of fair. For the caring behaviors of level 3 and 4 nursing students, all carative factors were rated high to a very extent. Respondents gave a very high approval on the following carative factors: existentialism with 4.29 for level 3 and 4.38 for level 4, human needs assistance with 4.3 for level 3 and 4.26 for level 4, helping trust with 4.25 for level 3 and 4.36 for level 4; and sensitivity to oneself and others with 4.25 for level 3 and 4.35 for level 4. However, lowest weighted mean obtained were within the range of 4.01 - 4.10 which were still interpreted as high, but should be a basis for improvement. Moreover, it was manifested that there is no significant relationship between the profile variables and the caring behavior towards patient as an individual, interpersonal relationship with patients, bedside care to patients, and emotions. Data revealed that the Chi square value for gender among level 3 students is 4.96 and 0.017 for level 4. With regards to the academic status level 3 students obtained r value of -0.00 and also -0.00 for level 4. Lastly for the year level the obtained r value is 0.05. Thus, on the basis of the results, a proposed curricular enhancement program was develop and improved the present instructional design. The major focus of the enhancement dealt on areas which were given less priority, among which were communication techniques like listening, proper information on the patient's present condition, and encouraging patient to express oneself. It was also noted that basic nursing care is often neglected. Thus, a need to strengthen student's values was also given emphasis. With these findings, the researcher decided to add units in all the Related Learning Experiences (RLE) and retain the same units with the lecture, since often times caring behavior is better appreciated during their clinical exposure. Based on the findings of the study, the following conclusions were drawn: 1. There were many female than male respondents in the study. With regards to the year level, majority of the respondents came from level 3 nursing students. Lastly, with the academic status level 3 and 4 nursing students were performing within the average passing mark, interpreted as fair to good. 2. Caring Behaviors of level 3 and level 4 nursing students obtained mean scores of high to a very high extent of approval. 3. Gender revealed no significant relationship with the Caring Behaviors of the Level 3 and 4 nursing students. Therefore, the null hypothesis for gender is accepted. 4. Year level bared to significant relationship with the caring behavior of the level 3 and 4 nursing students. Therefore, the null hypothesis for year level is accepted. 5. Academic status showed no significant relationship with the caring behavior of the level 3 and 4 nursing students. Therefore, the null hypothesis for year level is accepted. On the basis of the findings and conclusions of the study the following recommendations are offered. 1. Nursing educators, particularly the coordinators, academic and clinical instructors, to develop an instructional design that would strengthen areas of communication specifically on active listening approach and customer service relation. Customer service relation is important, since the trend in health care services in centered on patient satisfaction. 2. A buddy system mechanism or mentorship approach should be utilized among level 3 and 4 nursing students. It has been observed that despite the status of the respondents as senior students, there are still students who are left behind in terms of their academic performance. This strategy should encourage students to guide and direct those who are not performing well in the class or in the clinical area. 3. To strengthen value formation that would emphasize carative factors specifically stressing the relevance of bringing back the basic nursing procedures like sponging, back rubbing, and offering blankets to make the patient feels comfortable. The most appropriate venue is during the skills laboratory sessions, where specific topics be focused on the researcher's re-classified caring behaviors. An evaluation tool will be used to check whether carative factors have been observed and satisfied. 4. For the school administrator, to study the congruence of the process instructional design with the actual caring behaviors of the students. This can be actualized by studying the academic performance of the students and evaluating the actual clinical performance during their related learning experiences with the use of an evaluation tool facilitated by their respective clinical instructor. Furthermore, the tool will be in the form of checklist, which specifically classified and focus to psychomotor and the caring behavior of the students. 5. A replication of the study with similar concepts and to evaluate the implemented recommendations of the researcher. |
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| International Standard Serial Number |
|
| Physical description |
|
| Qualifying information |
|
| Record control number |
|
| 780 ## - PRECEDING ENTRY |
|---|
| International Standard Serial Number |
|
| -- |
|
| Main entry heading |
|
| Related parts |
|
| Title |
|
| Record control number |
|
| 785 ## - SUCCEEDING ENTRY |
|---|
| Title |
|
| -- |
|
| Record control number |
|
| Main entry heading |
|
| International Standard Serial Number |
|
| 787 ## - OTHER RELATIONSHIP ENTRY |
|---|
| International Standard Serial Number |
|
| -- |
|
| Place, publisher, and date of publication |
|
| Related parts |
|
| Relationship information |
|
| Title |
|
| Record control number |
|
| 800 ## - SERIES ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
|
| -- |
|
| Dates associated with a name |
|
| Language of a work |
|
| Date of a work |
|
| Title of a work |
0 |
| Fuller form of name |
|
| Volume/sequential designation |
|
| 810 ## - SERIES ADDED ENTRY--CORPORATE NAME |
|---|
| Corporate name or jurisdiction name as entry element |
|
| -- |
|
| Subordinate unit |
|
| Date of a work |
|
| Title of a work |
|
| -- |
|
| Volume/sequential designation |
|
| 830 ## - SERIES ADDED ENTRY--UNIFORM TITLE |
|---|
| International Standard Serial Number |
|
| -- |
|
| Uniform title |
|
| Name of part/section of a work |
|
| Number of part/section of a work |
|
| Language of a work |
0 |
| Volume/sequential designation |
|
| 942 ## - ADDED ENTRY ELEMENTS |
|---|
| Institution code [OBSOLETE] |
|
| -- |
lcc |
| Item type |
Book |