Caring in process: A 3-year qualitative longitudinal study of nursing students

Area of Science:

• Nursing Education
• Healthcare Professional Development
• Qualitative Research

Background:

• Future nurses are expected to exhibit caring behaviors alongside academic qualifications.
• Nursing education's impact on student nurses' caring perceptions and behaviors requires further investigation.
• The educational process may not consistently foster positive changes in caring attitudes.

Purpose of the Study:

• To describe the evolution of caring perceptions and behaviors among student nurses in Italy.
• To explore how nursing education influences the development of caring attitudes.
• To identify key themes in the caring process from the students' perspective.

Main Methods:

• Qualitative longitudinal study conducted from 2013-2016 at the University of Verona.
• Semi-structured interviews at entry and end of years 2 and 3; observations during clinical practice.
• Phenomenological approach used to analyze data from 30 initial participants (24 completed).

Main Results:

• Nine emergent themes from interviews and observations detailed the caring process.
• Themes included establishing trust, meeting patient needs, attentiveness, respect, competence, time, emotional concern, contextual actions, and information provision.
• Student nurses identified specific actions and attitudes crucial for effective patient care.

Conclusions:

• Nursing education enhanced student nurses' concept of caring by the third year.
• The students' view of caring transformed from a generic understanding to a more intentional and realistic approach.
• The study highlights the development of a competent, conscious, and accountable caring practice in nursing students.