Student`s Perspectives of Help Relationship in Nursing Education

Thursday, 15 July 2010

Amarílis Pereira Rocha, PhD
Health School, Polytechnic Institute of Viseu, Viseu, Portugal

Learning Objective 1: The learner will be able to know an inventory to evaluate help relationship dimensions and it validation to portuguese nursing students

Learning Objective 2: The learner will be able to understand how important nursing teachers must to be helping professionals with students

Purpose: This study intends to know nursing student’s perspectives of help relationship dimensions from teachers who train them in clinical practice and to evaluate nursing student’s variables of help relationship in a situation with a patient.

Methods: It is a quantitative study in which we used Relationship Inventory from Barrett-Lennard (BLRI) in Forms: OS-40-TP and MO-64 in which we can evaluate – level of respect, empathic understanding, unconditionality and congruence through four scales with a scale range of -30 and 30 at OS-40-TP Form and -48 and 48 at MO-64 Form. The sample for the present study was composed by 219 nursing students who had finished their clinical practice. For data analysis we used Statistic Package for Social Science Software.

Results: With teacher relationship we found positive mean values for level of regard, empathic understanding and unconditionality. A negative mean for congruence. With a patient interaction, the four help relationship dimensions show us positive mean values. Level of regard and empathic understanding show significant statistic differences regarding sex and year of course . 

Conclusion: BLRI indicate to be a good assessment instrument to evaluate some fundamental aspects of experience in a help relationship through out four dimensions. In both scales used in this study reliability coefficients are 0.74. Concerning teacher relationship, students think that they have a lower level of congruence. On patient relationship all the dimensions have higher mean values which demonstrate that students establish better help relationships with patients and they doesn’t think the same about teachers with themselves. In clinical practice help relationship is a nurse’s competence and we must adequate nursing education in order to promote help relationship competence, and to prepare students to be good help professionals.