Transforming Nursing Care Models: Technology, Caring, and Quality Nursing

Wednesday, July 13, 2011: 11:10 AM

Dax Andrew Parcells, MA
Rozzano Locsin, PhD, RN, FAAN
Christine E. Lynn College of Nursing, Florida Atlantic University, Boca Raton, FL

Learning Objective 1: Detail the components and 21st century practice implications of the Technological Competency as Caring in Nursing theory.

Learning Objective 2: Explain the importance of measuring caring as pivotal in transforming nursing practice through the application of best practices related to technology and caring.

Purpose: The mid-range theory Technological Competency as Caring in Nursing provides a novel understanding of the harmonious integration of technology and caring in nursing. This study bridges the gap between the theoretical understanding and the measurement of the construct in practice. The quantification of technological competency, reflected in shared expectations of nurses and patients, will ultimately inform best practices requisite in grounding nursing care delivery models in technology, caring, and quality nursing. 

Methods: The Technological Competency as Caring in Nursing Instrument was framed by theoretical assumptions of the mid-range theory. Theory and practice experts were invited to examine the content validity of the instrument. Additionally, practice experts engaged in a focus group to address the instrument’s practice significance. Quantitative content validity indices along with specific focus group feedback were used to enhance the instrument’s validity.

Results: Pooled analysis of the data for the 13 experts revealed individual item content validity ratings ranging from .38 – 1.0 (mean = .93). Of the 30 items in the original form of the instrument: a) two items with low means were deleted; b) nine items (borderline means) were revised using expert feedback; c) three items were eliminated for conceptual redundancy. Several items were shortened or simplified for readability. Specific themes that surfaced in the focus group discussion were integrated into the final instrument: educational preparedness relative to nursing theory, over-reliance on technology / patient perceptions, and constancy of change (requiring adaptation and continued education).

Conclusion: The final instrument consists of 25 statements inclusive of the five assumptions of the theory. Implications for patient satisfaction, nurse satisfaction/retention, quality, safety, and healing are discussed. Future work will establish the international significance of measuring shared nurse-patient expectations in establishing a paradigmatic shift in nursing care delivery models globally.