Abstract

The aim with the study was to describe and to compare nurse students' views about important

caring behaviors in order to give good caring. An empirical comparative study was

implemented on a college in the middle of Sweden. Nurse students in the beginning and at the

end of their education sorted and prioritized 50 caring behaviors (CARE-Q). The result showed

that the students' description of important caring behaviors has many similarities. However, the

result also showed that there were significant differences between the student-groups where the

students at the beginning of their education rated several caring behavior as significant more

important than the students in the end of their education. The findings showed that there were

significant differences in 7 caring behaviors. “Gets to know the patient as an individual

person”, “Volunteers to do “little” things for the patient, e.g., brings a cup of coffee, a paper

etc.”, “Offers reasonable alternatives to the patient, such as choice of appointment times, bath

times etc.”, “Is cheerful”, “Introduces herself/himself and tells the patient what he/she does”,

“Touches the patient when he/she needs comfort”, “Knows when to call the doctor”. The result

showed on that there was not any significant difference between the study-groups in CARE-Q

different dimensions. Conclusion; In those cases where differences were found between the

student groups these most often concerned caring behavior of human nature, i e. the more

fundamental in the nurse trade's area of responsibility and that students at beginning of their

education assessed these as more important in order to provide good care.

Keywords: Nursing student, Caring behavior, Perceptions, CARE-Q.