Prenatal Diagnosis
Chapter 1
THE PROBLEM AND ITS SETTING
Introduction
Caring behavior is an essential element of nursing. Nurses’ caring behavior is believed to enhance the patient’s health and well-being and to facilitate health promotion as well as patient’s ultimate curing. (Jean Weigand, 2006). Clinical instructors are expected to equipped students with knowledge and skills to become competent and prepare them in the future for their nursing profession. Caring education must be observe not only in the classroom setting but also during clinical exposure, this is to be able to guide students on how to render the best nursing care to their patients. Clinical instructors must possess patience, attentive listening, sensitivity, and great responsibility in helping the students in achieving their maximum potential as future nurses. Most of the students nowadays who are taking nursing are either forced by parents and relatives or influenced by others because of its financial potential. That is why some students are not exhibiting a caring behavior during their clinical exposure because they are simply not interested. The quality of care rendered to the patients is not satisfying. Because of this, it inspired the researchers to conduct a study about caring education of clinical instructors and caring behaviors among nursing juniors to determine whether the students would apply the caring education taught by the clinical instructors.
Theoretical Framework
This present an overview of the theoretical perspectives of our study, this is anchored from the theory of carative factors of Jean Watson, a nurse theorist. The essence of Watson’s theory (2008) is authentic caring for the purpose preserving the dignity and wholeness of humanity. The ten carative factors were identified by Watson as factors that characterize the nursing care transaction occurring within a given caring moment or occasion. The ten carative factors are 1) formation of a
THE PROBLEM AND ITS SETTING
Introduction
Caring behavior is an essential element of nursing. Nurses’ caring behavior is believed to enhance the patient’s health and well-being and to facilitate health promotion as well as patient’s ultimate curing. (Jean Weigand, 2006). Clinical instructors are expected to equipped students with knowledge and skills to become competent and prepare them in the future for their nursing profession. Caring education must be observe not only in the classroom setting but also during clinical exposure, this is to be able to guide students on how to render the best nursing care to their patients. Clinical instructors must possess patience, attentive listening, sensitivity, and great responsibility in helping the students in achieving their maximum potential as future nurses. Most of the students nowadays who are taking nursing are either forced by parents and relatives or influenced by others because of its financial potential. That is why some students are not exhibiting a caring behavior during their clinical exposure because they are simply not interested. The quality of care rendered to the patients is not satisfying. Because of this, it inspired the researchers to conduct a study about caring education of clinical instructors and caring behaviors among nursing juniors to determine whether the students would apply the caring education taught by the clinical instructors.
Theoretical Framework
This present an overview of the theoretical perspectives of our study, this is anchored from the theory of carative factors of Jean Watson, a nurse theorist. The essence of Watson’s theory (2008) is authentic caring for the purpose preserving the dignity and wholeness of humanity. The ten carative factors were identified by Watson as factors that characterize the nursing care transaction occurring within a given caring moment or occasion. The ten carative factors are 1) formation of a