Modelo del cuidado transmitido en la relación interpersonal docente-estudiante de enfermería

Résumé

INTRODUCTION The caring relationships that students experience during their training provide future nursing professionals with a benchmark for understanding and internalizing the meaning of caring and a model for future caring relationships that they will establish in their professional performance. The Nursing Students’ Perception of Instructor’s Caring is a tool designed to measure nursing students' perception of the caring behaviors demonstrated by the clinical tutors. OBJECTIVES To obtain a version of the Nursing Students' Perceptions of Instructors' Caring culturally adapted to the Spanish context. To describe the model of care transmitted by academic lecturers and clinical tutors of the Centro Universitario de Enfermería Cruz Roja Sevilla through their behaviors. METHODS An observational, descriptive, cross-sectional, quantitative study was conducted. The study design integrates 2 phases: Phase 1. Transcultural adaptation of the assessment scale. Phase 2. Description of the perception of caring behaviors demonstrated in the teacher-student relationship and hypothesis contrast. RESULTS The results revealed a culturally adapted, valid and reliable (a=0,95) version of the scale to be used in the Spanish context. This was used for measuring the model of care perceived by the students of the Centro Universitario de Enfermería Cruz Roja Sevilla from their academic lecturers and clinical tutors. According to the results, the students perceived a high level of care from clinical tutors and academic lecturers. Especially, they considered that they inspire confidence (87,3±1,8), highlighting flexibility and equal treatment (82,3±1,1). When comparing the results, it was identified that students perceive receiving more care during their first clinical practices (p=0,01). A lack of harmony between teachers and students was also revealed, since the latter perceive less care than the former believe they transmit (p=0,01). Finally, the results revealed that academic lecturers considered attending more to the spiritual dimension of students than clinical tutors (p=0,016). DISCUSSION A culturally adapted to the Spanish context, valid and reliable version of the scale was obtained, to measure the care transmitted by the clinical tutors to the students through their behaviors. The results revealed an internal structure that includes a new dimension called Professional Autonomy, which refers to the visualization of the student as a nurse and awareness of their professional potential, in their independent decision-making role in defense of patient care. Regarding the students’ perception about the care received, the results revealed that trust is key to facilitate learning in the relationship between clinical tutors and students. The care received is manifested by being flexible in the face of setbacks without using the power situation to control the students or impose their own ideas. The support and help received in the first practices may be valued especially positively due to the stress associated with this activity. The lack of harmony between the confidence and the care received by the students and the one that the teachers believe to convey, could be due to negative experiences of the students in the practices. The high opinion of academic lecturers about the consideration towards the spiritual dimension could be a reflection of the commitment on the part of the academy to meet patients’ needs with an holistic approach. CONCLUSIONS The Spanish Nursing Students ’Perception of Instructor’s Caring is a valid and reliable tool for assessing care behaviors expressed by clinical tutors towards nursing students. This will allow a better understanding of the student-teacher relationship and the care model they represent. Caring is latent in the student-teacher relationship of the University Red Nursing Center Cruz Roja Sevilla, both by clinical tutors and academic professors. They exercise a good role model for the students who guide them for their future care relationships with patients.