Introduction: Increase in the knowledge of “caring science” among nurses plays a key role in ensuring a correct caring behavior towards patients. Caring training for students is a priority in nursing education, but unfortunately there are limited and conflicting studies which explore this outcome. The purpose of this observational study was to explore the perceptions of caring behaviors by nursing students during their clinical practice training in order to highlight if the level of caring behaviors changes as the nursing course progresses.
Materials and Methods: The Caring Behaviors Inventory-24 (CBI-24) was administered to 331 students, enrolled in the three years of an Italian Nursing Course, who accepted to participate in the study (89.2% response rate). The data were analyzed using SPSS software version 26.0 (SPSS Inc., Chicago, IL).
Results: The total mean score of CBI-24 was 4.82 in the first, 5.12 in the second and 5.26 in the third-year students. The CBI-24 dimensions “Responding to individual needs” and “Being with” obtained the highest scores among the students of the first year. At the end of the first year, our students were already able to perform expressive caring, whereas instrumental caring developed at a high level in the second and third years. We did not highlight any statistically significant difference between the two gender CBI-24 item scores.
Conclusion: In light of our results, we put in evidence that Nursing Degree Programme favours the development in students of both relational and technical components of caring behaviors. We hope that in future students’ self-assessment of caring behaviors could be considered an educational outcome for Nursing Programme.

Keywords: Caring Behaviors Inventory, caring, expressive caring, instrumental caring, nursing education, nursing students


中文翻译：

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护理本科生对关怀行为的看法：三组观察研究

引言：增加护士对“关爱科学”的认识，对确保对患者采取正确的关爱行为起到关键作用。对学生的关怀培训是护理教育的重点，但不幸的是，探索这一结果的研究有限且相互矛盾。这项观察性研究的目的是探讨护理学生在临床实践培训期间对护理行为的看法，以突出护理行为水平是否随着护理课程的进展而变化。
材料和方法：Caring Behaviors Inventory-24 (CBI-24) 对 331 名学生进行了管理，这些学生参加了三年的意大利护理课程，他们接受了参与这项研究（回复率为 89.2%）。使用 SPSS 软件 26.0 版（SPSS Inc.，Chicago，IL）分析数据。
结果： CBI-24总平均分一年级4.82分，二年级5.12分，三年级5.26分。CBI-24维度“响应个人需求”和“与人相处”在一年级学生中得分最高。第一年末，我们的学生已经能够进行表达性关怀，而工具性关怀在第二年和第三年得到了较高的发展。我们没有强调两种性别 CBI-24 项目得分之间的任何统计学显着差异。
结论：根据我们的结果，我们证明护理学位课程有利于学生在关怀行为的关系和技术成分方面的发展。我们希望将来学生对关怀行为的自我评估可以被视为护理课程的教育成果。

关键词：关怀行为量表，关怀，表达关怀，工具性关怀，护理教育，护生