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Student nurses' views on respect towards service users - an interpretative phenomenological study
Hazel M Chapman1, Claudine Clucas2
1University of Chester, Faculty of Health and Social Care, Riverside Campus, Castle Drive, Chester CH1 1SL, United Kingdom.
Nurse Education Today
|June 29, 2013
Summary
Student nurses find respecting patients complex, often unaware of behavior-feeling gaps. Enhancing nurse education requires addressing the theory-practice divide and valuing healthcare assistants for improved respectful care.
Area of Science:
- Nursing Education
- Patient Care Standards
- Healthcare Professional Development
Background:
- Patient perception of respect is linked to satisfaction.
- Concerns regarding care quality led to a UK report on nurse education.
- Respectful care is crucial for positive patient experiences.
Purpose of the Study:
- To explore student nurses' understanding of respect towards patients.
- To investigate student nurses' behaviors related to respectful care.
- To inform educational strategies for optimizing respectful patient care.
Main Methods:
- Hermeneutic phenomenological interview study.
- Eight third-year student nurses participated.
- Interpretative phenomenological analysis (IPA) of interview data.
Main Results:
- Respect is a complex concept challenging for students in practice.
- Students may not recognize discrepancies between their feelings and actions regarding respect.
- Role-modeling of respect is inconsistent; essential care is often learned from healthcare assistants.
Conclusions:
- Facilitate awareness of emotional responses and their impact on patient perceptions of respect.
- Incorporate practice of respect involving emotional labor and reflection.
- Address theory-practice gaps, professional practice variations, and the role of healthcare assistants in education.
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