부산대학교 도서관

A theory, knowledge, and evidence-based curriculum where caring is the central focus of the discipline of nursing provides a foundation to guide the nursing profession. Positive faculty caring, role modelling, and creating caring environments enhance students’ caring behaviours and values about caring. Caring outcomes in practice depend on learning and teaching processes; therefore, nurses’ caring views mainly originate from nursing education. What is taught is as important as how it is taught. Nurse educators have a crucial role in creating a caring environment, modelling caring, and including caring in a nursing curriculum. Even so, there are restricted studies investigating faculty caring behaviours. Therefore, this study explored student nurses’ perceptions of faculty caring behaviours. A cross-sectional study including 192 nursing students from Slovenia was conducted in April 2019. Data were collected using Caring Assessment Tool - Educational Version (CAT-edu), a 5-level Likert scale with a score ranging from 94 to 740 (least to most caring). The CAT-edu instrument was developed initially by Duffy and is based on Watson’s Theory of Human Caring. Each item or several items together correspond to and reflect concepts of Watson’s theory. Data were analysed using descriptive statistics and one-way ANOVA with the Tukey honest significant difference post-hoc test. The highest mean CAT-edu score was measured in the third-year students (M= 324.6, SD= 46.5), followed by first-year students (M= 301.8, SD= 38.3) and second-year students (M= 285.3, SD= 43.8). Oneway ANOVA results show the statistically significant difference among students from different years of study (F(2,188)= 14.06, p< 0.001). Post-hoc testing confirms the difference between first- and third-year students (p= 0.020), second- and third-year students (p