Abstract
Session presented on Monday, November 9, 2015 and Tuesday, November 10, 2015:
Background: Patient satisfaction is an established indicator of quality care measuring the perception and expectation of nurse caring in human-to-human interpersonal interactions. Nursing theory and empirical research substantiates the value of caring behaviors in nursing practice. Caring interactions between nurses, patients, and families are highly correlated with value-based performance incentive payments specific to nurse communication. The patient experience is associated with how well nurses provide information and attend to the needs of patient and families in every encounter, every day. The education modules focus on the nurse's role in value-based innovations to improve patient satisfaction. Intervention Four new education modules provided participants an opportunity to review aspects of caring from the patients' perspective. The modules included: (1) Concepts of Caring and Application of Caring Theory; (2) Caring Behaviors and Models of Nursing Practice; (3) Caring Environments and Workforce Engagements; and, (4) Outcomes of Caring, Consumerism, and Satisfaction. A Caring Dimensions Inventory (CDI) of 25 core statements has a Cronbach's alpha reliability from 0.91 to 0.92 was used to measure the perceptions of caring by nurses in a pre and posttest for changes in perception. Perceptions of caring increased (t (8) = 4.04, p = 0.004 overall. Affective aspects of nursing increased (t (8) = 5.20, p = 0.001. Perceptions of technical caring approached statistical significance (t (8) = 2.16, p =0.06. The difference in the mean score average of affective questions of 4.67 and technical questions of 2.98 appear to be in response to education. On their first shift after the education experience, nurse participants completed a Personal Observation and Reflective Observation Summary of patient and nurse dialogue identifying ways of being (affective) and ways of doing (technical) care provided. These observations were used to help determine their responsiveness to patients and families care delivery experiences and application of the education modules.
Implementation: The nursing theories of Watson (1996), Leininger (1994), Swanson (1991), Boykin & Schoenhofer (2001) and Roach (2002) were used to identify the potential affective nature of nurse caring behaviors. Caring indicators for improving the perceptions of nurse caring were identified by participants. Enhanced education modules included examples of affective and technical nurse caring behaviors, as measured by the CDI, to support the interpersonal nurse-patient caring relationship in practice. Rogers' Innovation Decision Process model was used as a guiding framework for the education intervention.
Results: The participants identified differences between their intended and demonstrated caring behaviors in affective and technical aspects of care. Posttest perceptions of affective caring increased with statistical significance after the nurses received the education instruction. Technical aspects of caring also increased, to a smaller degree, at a rate that approached statistical significance. Participants who had been in their position in health care greater than three years, there was a greater change in mean scores than those for less than three years. The trend in the mean scores suggests there is a pattern than requires further analysis. Translating existing research into nursing practice promoting affective and technical aspects of caring makes good economic sense.
Conclusions: Caring behaviors displayed through nurse interventions can influence the patients' perceptions of satisfaction with nursing care. These behaviors can be translated into practice with focused caring educational experiences and the adaptation of caring behaviors to accommodate the patient-family-nurse relationship in value-based patient-centered care in today's health care environment. There is a predictive relationship between patient-family-nurse perceptions of caring and satisfaction with care delivered. The phenomenon of caring is influenced by multiple perspectives of nursing practice and patient experience expectations. The economics of nurse caring and compassion in health care reform requires nurses to provide knowledge and insights into nursing practice efficiencies, costs and outcomes.
Notes
Items submitted to a conference/event were evaluated/peer-reviewed at the time of abstract submission to the event. No other peer-review was provided prior to submission to the Henderson Repository, unless otherwise noted.
Sigma Membership
Nu Nu
Type
Poster
Format Type
Text-based Document
Study Design/Type
N/A
Research Approach
N/A
Keywords:
Satisfaction, Patients, Caring
Recommended Citation
Dingman, Sharon Kay, "Nurse caring enhancements of The Caring Model (TCM):Education modules improve nurse communication and patient satisfaction" (2016). Convention. 62.
https://www.sigmarepository.org/convention/2015/posters_2015/62
Conference Name
43rd Biennial Convention
Conference Host
Sigma Theta Tau International
Conference Location
Las Vegas, Nevada, USA
Conference Year
2015
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Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Nurse caring enhancements of The Caring Model (TCM):Education modules improve nurse communication and patient satisfaction
Las Vegas, Nevada, USA
Session presented on Monday, November 9, 2015 and Tuesday, November 10, 2015:
Background: Patient satisfaction is an established indicator of quality care measuring the perception and expectation of nurse caring in human-to-human interpersonal interactions. Nursing theory and empirical research substantiates the value of caring behaviors in nursing practice. Caring interactions between nurses, patients, and families are highly correlated with value-based performance incentive payments specific to nurse communication. The patient experience is associated with how well nurses provide information and attend to the needs of patient and families in every encounter, every day. The education modules focus on the nurse's role in value-based innovations to improve patient satisfaction. Intervention Four new education modules provided participants an opportunity to review aspects of caring from the patients' perspective. The modules included: (1) Concepts of Caring and Application of Caring Theory; (2) Caring Behaviors and Models of Nursing Practice; (3) Caring Environments and Workforce Engagements; and, (4) Outcomes of Caring, Consumerism, and Satisfaction. A Caring Dimensions Inventory (CDI) of 25 core statements has a Cronbach's alpha reliability from 0.91 to 0.92 was used to measure the perceptions of caring by nurses in a pre and posttest for changes in perception. Perceptions of caring increased (t (8) = 4.04, p = 0.004 overall. Affective aspects of nursing increased (t (8) = 5.20, p = 0.001. Perceptions of technical caring approached statistical significance (t (8) = 2.16, p =0.06. The difference in the mean score average of affective questions of 4.67 and technical questions of 2.98 appear to be in response to education. On their first shift after the education experience, nurse participants completed a Personal Observation and Reflective Observation Summary of patient and nurse dialogue identifying ways of being (affective) and ways of doing (technical) care provided. These observations were used to help determine their responsiveness to patients and families care delivery experiences and application of the education modules.
Implementation: The nursing theories of Watson (1996), Leininger (1994), Swanson (1991), Boykin & Schoenhofer (2001) and Roach (2002) were used to identify the potential affective nature of nurse caring behaviors. Caring indicators for improving the perceptions of nurse caring were identified by participants. Enhanced education modules included examples of affective and technical nurse caring behaviors, as measured by the CDI, to support the interpersonal nurse-patient caring relationship in practice. Rogers' Innovation Decision Process model was used as a guiding framework for the education intervention.
Results: The participants identified differences between their intended and demonstrated caring behaviors in affective and technical aspects of care. Posttest perceptions of affective caring increased with statistical significance after the nurses received the education instruction. Technical aspects of caring also increased, to a smaller degree, at a rate that approached statistical significance. Participants who had been in their position in health care greater than three years, there was a greater change in mean scores than those for less than three years. The trend in the mean scores suggests there is a pattern than requires further analysis. Translating existing research into nursing practice promoting affective and technical aspects of caring makes good economic sense.
Conclusions: Caring behaviors displayed through nurse interventions can influence the patients' perceptions of satisfaction with nursing care. These behaviors can be translated into practice with focused caring educational experiences and the adaptation of caring behaviors to accommodate the patient-family-nurse relationship in value-based patient-centered care in today's health care environment. There is a predictive relationship between patient-family-nurse perceptions of caring and satisfaction with care delivered. The phenomenon of caring is influenced by multiple perspectives of nursing practice and patient experience expectations. The economics of nurse caring and compassion in health care reform requires nurses to provide knowledge and insights into nursing practice efficiencies, costs and outcomes.
Description
43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.