Quality Caring in Nursing Practice
Tameco Martin
University of West Georgia Role of the Caring Health Professional
Nursing 6102
“Give me a new nurse! I don’t want her back in my room!” As a charge nurse on my unit I occasionally hear these statements from patients. They are usually followed by “she has an attitude”, or “she doesn’t care”. Working in a community hospital where most of the patients are underprivileged, or homeless, is a challenge to say the least. By the time a patient reaches the Clinical Decision Unit, or 24-hour observation area where I work, they have sat in the waiting room for at least 10 hours, then waited in the actual treatment area of the emergency department for another 8 hours on a hard stretcher, …show more content…
When these relationships are grounded in caring factors (mutual problem-solving, attentive reassurance, human respect, encouraging manner, healing environment, appreciation of unique meanings, affiliation needs and basic human needs), a human connection occurs that is transpersonal (more than the individuals alone) and the potential to be transformative for all involved. When these factors are delivered expertly and over time, they lead to “feeling cared for”, a necessary antecedent interactions that may very well result in specific intermediate outcomes such as patient engagement, comfort, feeling safe and maintaining one’s dignity, which are ultimately tied to more terminal outcomes …show more content…
Will a caring framework continue to influence the role of the graduate nurse in education? Is teaching caring going to improve practice? Based on multiple studies, there is a definite need for nursing curriculum reform. A foundation with new teaching and learning methods is required in order to transform the healthcare system. Program success is presented as a formative and summative evaluation based on QCM (2012) concepts, philosophy and objectives (Duffy, 2013, p. 223). As faculty members collaborate for meetings and activities relationships are enhanced. Students feeling cared for in the educational environment report less anxiety. Feeling cared for in the student-faculty relationship has the same effect as it does on patients. Process changes are based on evidence from evaluations of self-advancing educational systems (Duffy, 2013, p.225). Throughout the nursing program evaluations based on the patients’ perceptions of the student’s caring capacity should be provided. The Caring Assessment Tool-Educational Version (CAT-edu) is a tool used for students to evaluate faculty caring skills (Duffy, 2013, p.226). There are many types of measurement tools that may be provided at graduation to signify that the student is prepared for practice. The students’, peers’ and patients’ perspective can be presented as faculty evaluation, final reflections or
Tameco Martin
University of West Georgia Role of the Caring Health Professional
Nursing 6102
“Give me a new nurse! I don’t want her back in my room!” As a charge nurse on my unit I occasionally hear these statements from patients. They are usually followed by “she has an attitude”, or “she doesn’t care”. Working in a community hospital where most of the patients are underprivileged, or homeless, is a challenge to say the least. By the time a patient reaches the Clinical Decision Unit, or 24-hour observation area where I work, they have sat in the waiting room for at least 10 hours, then waited in the actual treatment area of the emergency department for another 8 hours on a hard stretcher, …show more content…
When these relationships are grounded in caring factors (mutual problem-solving, attentive reassurance, human respect, encouraging manner, healing environment, appreciation of unique meanings, affiliation needs and basic human needs), a human connection occurs that is transpersonal (more than the individuals alone) and the potential to be transformative for all involved. When these factors are delivered expertly and over time, they lead to “feeling cared for”, a necessary antecedent interactions that may very well result in specific intermediate outcomes such as patient engagement, comfort, feeling safe and maintaining one’s dignity, which are ultimately tied to more terminal outcomes …show more content…
Will a caring framework continue to influence the role of the graduate nurse in education? Is teaching caring going to improve practice? Based on multiple studies, there is a definite need for nursing curriculum reform. A foundation with new teaching and learning methods is required in order to transform the healthcare system. Program success is presented as a formative and summative evaluation based on QCM (2012) concepts, philosophy and objectives (Duffy, 2013, p. 223). As faculty members collaborate for meetings and activities relationships are enhanced. Students feeling cared for in the educational environment report less anxiety. Feeling cared for in the student-faculty relationship has the same effect as it does on patients. Process changes are based on evidence from evaluations of self-advancing educational systems (Duffy, 2013, p.225). Throughout the nursing program evaluations based on the patients’ perceptions of the student’s caring capacity should be provided. The Caring Assessment Tool-Educational Version (CAT-edu) is a tool used for students to evaluate faculty caring skills (Duffy, 2013, p.226). There are many types of measurement tools that may be provided at graduation to signify that the student is prepared for practice. The students’, peers’ and patients’ perspective can be presented as faculty evaluation, final reflections or