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Monday, November 2, 2009: 3:30 PM
Learning Objective 1: Describe a Caring Professional Practice Model
Learning Objective 2: Recognize the importance of evaluating innovations
In recent years, the practice of acute care nursing has become task-oriented with emphasis on delegation and technology, limiting RN time interacting with patients and families. Yet, preliminary evidence suggests a positive relationship between nurses’ caring interactions and patient outcomes (Burt, 2007; Yeakel, et al, 2003).
The overall aim of this study was to increase RN time “in relationship” by implementing the Quality Caring Model© (Duffy, 2009). After IRB approval, the model was implemented on four nursing units with four similar units serving as controls. Using a pre-test post-test comparison design, thirty RNs were randomly selected pre and post implementation and data were collected using a researcher-developed instrument. Of the1,427 nursing activities observed, the number of cases “in relationship” was 1.62 times greater than those not in relationship after model implementation. In addition, a significant difference in time spent “in relationship” was noted between intervention and control units (t = 676.27; p < .000). Most relationships were characterized as healing; problem-solving and interpersonal teaching-learning were the most frequently described caring behaviors. Use of the Quality Caring Model positively impacted nursing time “in relationship” and the type of relationships observed. Implications include the use of professional practice models focused on relationships, administrative recognition for caring professional practice, enhancing educational curricula to include relationship-centered practice, and larger multisite studies.
References
Burt, K. (2007). The relationship between nurse caring and selected outcomes of care in
hospitalized older adults. Unpublished doctoral dissertation, The Catholic University
of America.
Duffy, J. (2009). Quality Caring in Nursing: Applying a Middle-Range Theory to Clinical
Practice, Education, and Leadership. New York, NY: Springer Publishing.
Yeakel, S., Maljanian, R., Bohannon, R. W., & Coulombe, K. (2003). Nurse caring behaviors
and patient satisfaction: Improvement after a multifaceted staff intervention.
Journal of Nursing Administration, 33 (9): 434 – 436.
The overall aim of this study was to increase RN time “in relationship” by implementing the Quality Caring Model© (Duffy, 2009). After IRB approval, the model was implemented on four nursing units with four similar units serving as controls. Using a pre-test post-test comparison design, thirty RNs were randomly selected pre and post implementation and data were collected using a researcher-developed instrument. Of the1,427 nursing activities observed, the number of cases “in relationship” was 1.62 times greater than those not in relationship after model implementation. In addition, a significant difference in time spent “in relationship” was noted between intervention and control units (t = 676.27; p < .000). Most relationships were characterized as healing; problem-solving and interpersonal teaching-learning were the most frequently described caring behaviors. Use of the Quality Caring Model positively impacted nursing time “in relationship” and the type of relationships observed. Implications include the use of professional practice models focused on relationships, administrative recognition for caring professional practice, enhancing educational curricula to include relationship-centered practice, and larger multisite studies.
References
Burt, K. (2007). The relationship between nurse caring and selected outcomes of care in
hospitalized older adults. Unpublished doctoral dissertation, The Catholic University
of America.
Duffy, J. (2009). Quality Caring in Nursing: Applying a Middle-Range Theory to Clinical
Practice, Education, and Leadership. New York, NY: Springer Publishing.
Yeakel, S., Maljanian, R., Bohannon, R. W., & Coulombe, K. (2003). Nurse caring behaviors
and patient satisfaction: Improvement after a multifaceted staff intervention.
Journal of Nursing Administration, 33 (9): 434 – 436.
See more of: Practice Applications
See more of: Oral Paper & Poster: Evidence-Based Practice Contest
See more of: Oral Paper & Poster: Evidence-Based Practice Contest