medical surgical nursing critical thinking for person centred care apa reference

Corpus ID: 68349125

Medical-surgical nursing : critical thinking for person-centred care /

P. Lemone , K. Burke , +8 authors Y. Luxford
Published 2013

14 Citations

The effect of rhythmic breathing on the anxiety of dressing change in burning patients.

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Perceived benefit, perceived barrier dan dukungan sosial terhadap perawatan diri pasien setelah operasi Coronary Artery Bypass Graft (CABG)

Assessment of nurses’ knowledge regarding management of patient’s with cholelithiasis disease, social support for coping mechanism in diabetic ulcer patients : a cross sectional study, factors affecting self-care behaviors of patients with heart failure, sangkal putung; as it perceived by people with musculoskeletal fracture, the relationship between vitamin d, clinical outcomes and mortality rate in icu patients: a prospective observational study, interdisciplinary capstone course: synthesising theory and practice through an innovative mental health clinical placement, sleep quality and spiritual well-being in hemodialysis patients, who emro | adapting life to the reality of diabetes, related papers.

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Book chapters

Apa 7th style: book chapters.

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UON Referencing Guide This link opens in a new window
General rules - Book chapters
Reference within a chapter
3 or more Authors
Difficult texts - No editor listed

Entries from reference works

Short stories in collections.

Poems & epigrams
Course readers & Compiled textbooks
Video Tutorial

, then cite the chapter following the directions on this page. You can cite multiple chapters from these types of books as separate entries in your reference list.

(i.e. authors aren't listed for the individual chapters), then you should , not the chapter/s.

General rules:

	include the full first names of authors). If the book does not have an author move the title to the author position, before the year of publication. End with a full-stop.
	.
	is acceptable.
	Book titles appear in full (including any sub-title), and in italics.
	Include details of the edition in brackets after the title (not in italics), followed by a full-stop.

	This is a major revision for APA 7.
	. This is a major revision for APA 7. Do not include business structure terms such as "LLC", "Inc", or "Ltd" in the publisher name.
	page for more information. at the end of the reference.
	This is a major revision for APA 7. at the end of the reference.

References within books and chapters

In your research you will often encounter articles that refer to another researcher's work. This source within a source is known as a ' ' and is referenced in a particular way.

Where possible, you should try to obtain the original work being referenced and read through the research to form your own opinions.

Often, however, it is impossible to obtain the original publication - it may be published in another language, or in a book or journal which is difficult to access.

In these circumstances, you are permitted to include a citation to the secondary source.

For more information on how to reference these resources see the page on .

Book chapters with 1 author

a (print or electronic)	(Year). Chapter title: Subtitle. In Initial. Editor Surname (Ed.), (X ed., pp. Page-Page). Publisher.  ttps://doi.org/10.xxxx
)	(Year). Chapter title: Subtitle. In Initial. Editor Surname (Ed.), (X ed., pp. Page-Page). Publisher.
( )	(Year). Chapter title: Subtitle. In Initial. Editor Surname (Ed.), (X ed., pp. Page-Page). Publisher.
)	(Year). Chapter title: Subtitle. In Initial. Editor Surname (Ed.), (X ed., pp. Page-Page). Publisher.

For multiple editors use (Eds.) . 2 editors would be formatted as A. Smith & B. Jones (Eds.) with no comma between the editor names. For 3 or more editors, add a comma between them, e.g. A. Smith, B. Jones, & C. Black (Eds.)

Reference list examples :

Ashman , A. (2009). Contemporary cultures and education. In A. Ashman & J. Elkins (Eds.), Education for inclusion and diversity (3rd ed., pp. 3-34). Pearson Education Australia. 

Brook, B. (2019). Remote health – my true calling. In R. O’Sullivan & N. Malude (Eds.), Men in nursing: A collection of stories (pp. 8-9). Australian College of Nursing. https://www.acn.edu.au/wp-content/uploads/men-in-nursing-ebook.pdf

Deveraj, M. (2007). Nutrition management in nursing homes. In J. E. Morley & D. R. Thomas (Eds.), Geriatric nutrition (pp. 323-340). Taylor & Francis. https://doi.org/10.1201/9781420005493

Palmer, L. (2013). Ethical and legal dimensions of clinical reasoning: Caring for a person who is refusing treatment. In T. Levett-Jones (Ed .), Clinical reasoning: Learning to think like a nurse (pp.266-277). Pearson.

Every time you paraphrase, or use an idea from another source you must include an in-text citation to that source. This is the general format for a source that has 1 author: (Author Surname, Year)

Australian education providers will need to address a number of challenges to ensure standards of special education are fully supporting students with special needs and their families (Dempsey, 2012).

Direct Quotations

If you include a direct quote, that is word-for-word from a source which has 1 author, the general format of the in-text citation appears: (Author Surname, Year, p. X)

“These films absorb, through a collage of images, traces of the Italian inheritance of neo-realist cinema” (Acciari, 2014, p. 14).

NOTE: Use "p" when quoting from one page - for example ( Acciari, 2014, p. 14 ), and "pp" when quoting from more than one page - for example (Wessel, 2015, pp. 53-54).

Book chapters with 2 authors

a (print or electronic)	(Year). Chapter title: Subtitle. In Initial. Editor Surname (Ed.), (X ed., pp. Page-Page). Publisher.  ttps://doi.org/10.xxxx
)	(Year). Chapter title: Subtitle. In Initial. Editor Surname (Ed.), (X ed., pp. Page-Page). Publisher.
( )	(Year). Chapter title: Subtitle. In Initial. Editor Surname (Ed.), (X ed., pp. Page-Page). Publisher.
)	(Year). Chapter title: Subtitle. In Initial. Editor Surname (Ed.), (X ed., pp. Page-Page). Publisher.

Hulme Chambers, A., & Walker, R. (2012). Introduction to health promotion. In P. Liamputtong, R. Fanany, & G. Verinder (Eds.), Health, illness and well-being: Perspectives and social determinants (pp. 107-123). Oxford University Press. 

Milani, M., & Opeyo, A. (2013). What is a good school?: Using data to define measures of a school’s success. In E. Gutsten, & B. Peterson (Eds.), Rethinking mathematics: Teaching social justice by the numbers (2nd ed., pp. 141-146). Rethinking Schools. 

Stone, T., & Rossiter, R. (2013). Caring for a ‘challenging’ patient. In T. Levett-Jones (Ed.), Clinical reasoning: Learning to think like a nurse (pp. 266-277). Pearson. 

Every time you paraphrase, or use an idea from another source you must include an in-text citation to that source. This is the general format for a source that has 2 authors: (1st Author surname & 2nd Author surname, Year)

New technologies need to be evaluated before large scale investment is made by organisations (Marra & Edmond, 2014).

If you include a direct quote, that is word-for-word from a source which has 1 author, the general format of the in-text citation appears: (1st Author surname & 2nd Author surname, Year, p. X)

"The convergence of media means that the dichotomy between old and new media economies is hard to maintain" (Gorton & Garde-Hansen, 2013, p. 298).

NOTE: Use "p" when quoting from one page - for example ( Smith & Jones, 2019, p. 14 ), and "pp" when quoting from more than one page - for example (Smith & Jones, 2019, pp. 14-15).

Book chapters with 3 or more authors

Continue the above patterns, adding additional authors as needed.

Marsh, H. W., Parada, R. H., Craven, R. G., & Finger, L. (2004). In the looking glass: A reciprocal effect model elucidating the complex nature of bullying, psychological determinants, and the central role of self-concept. In C. E. Sanders & G. D. Phye (Eds.), Bullying: Implications for the classroom (pp. 63-106). Elsevier Academic Press.

Moorhead, J., Cooper, C., & Moorhead, P. (2014). Personality type and patient education in hand therapy. In C. Cooper (Ed). Fundamentals of hand therapy (2nd ed, pp. 183-188). Mosby. https://doi.org/B978-0-323-09104-6.00017-1

Every time you paraphrase, or use an idea from another source you must include an in-text citation to that source. This is the general format for a source that has 3 or more authors: (1st Author surname et al., Year)

... techniques including visual observations during ambulation on a flat surface (McDonald et al., 2006).

If you include a direct quote, that is word-for-word from a source which has 3 or more authors, the general format of the in-text citation appears: (1st Author surname et al., Year, p. X)

Jorm et al. (2006, p. 4) argue "the key areas for action are prevention and early intervention with first-onset disorders".

NOTE: Use "p" when quoting from one page - for example ( Smith et al., 2019, p. 14 ), and "pp" when quoting from more than one page - for example (Smith et al., 2019, pp. 14-15).

Chapters from books with a large number of authors listed (instead of editors)

, not the chapter/s.

A few examples of popular titles that fall into the authors-not-editors category are listed below:

[3 vol. set] [ ] Medical-Surgical Nursing: Critical Thinking for Person-Centred Care [3 vol. set] [ ] [ ] [ ]

The Library has consulted with APA experts and recommends the following patterns, based on the template for chapters from edited books:

a (print or electronic)	(Year). Chapter title: Subtitle. In Initial. 1st Author Surname et al., (X ed., pp. Page-Page). Publisher.  ttps://doi.org/10.xxxx
)	(Year). Chapter title: Subtitle. In Initial. 1st Author Surname et al., (X ed., pp. Page-Page). Publisher.
( )	(Year). Chapter title: Subtitle. In Initial. 1st Author Surname et al., (X ed., pp. Page-Page). Publisher.
)	(Year). Chapter title: Subtitle. In Initial. 1st Author Surname et al., (X ed., pp. Page-Page). Publisher.

Volumes can be added to the brackets after the edition and before the pages (see the examples below)

Campbell-Crofts , S. (2020). Nursing care of people with nutritional disorders. In G. Bauldoff et al., LeMone and Burke’s medical-surgical nursing: Critical thinking for person-centred care (4th Aust. ed., Vol. 2, pp. 629-654). Pearson Australia.  

Connell , R. (2018). Teachers. In A. Welch et al., Education, change and society (4th ed., pp. 361-383). Oxford University Press.  

Hales, M. (2018). Community health. In A. Berman et al., Kozier and Erb’s fundamentals of nursing (4th Aust. ed., Vol. 1, pp. 127-140). Pearson.  

Harvey, N. (2017). Safe patient moving. In A. Berman et al., Skills in clinical nursing (pp. 41-94). Pearson Australia.  

Every time you paraphrase, or use an idea from another source you must include an in-text citation to that source.

The in-text citations for the above would only include the chapter author/s. As an example, the in-text citation for the chapter from Kozier and Erb's Fundamentals of Nursing would be (Hales, 2018).

For these chapters, follow the author formatting for the number of authors involved.

If you include a direct quote, that is word-for-word from a source, add pagination to your in-text citation:

such as AMH, MIMS, BMJ Best Practice, UpToDate, etc, .

Individual author:

a (print or electronic)	(Year). Title of entry. In Initial. Editor Surname (Ed.), (X ed., pp. Page-Page). Publisher.  ttps://doi.org/10.xxxx
)	(Year). Title of entry. In Initial. Editor Surname (Ed.), (X ed., pp. Page-Page). Publisher.
( )	(Year). Title of entry. In Publisher. Retrieved Month Day, Year, from https://www...
)	(Year). Title of entry. In Initial. Editor Surname (Ed.), (X ed., pp. Page-Page). Publisher.
	Follow the patterns above, but move the 'Title of entry' to the author position in front of the year. See the 'Bespoke' and 'Prevalence' reference list examples below.

For multiple editors use (Eds.) . See the other tabs for how to format multiple editors.

Corporate author:

a (print or electronic)	(Year). Title of entry. In (X ed., pp. Page-Page). https://doi.org/10.xxxx
)	(Year). Title of entry. In (X ed., pp. Page-Page).
( )	(Year). Title of entry. In Retrieved Month Day, Year, from
)	(Year). Title of entry. In (X ed., pp. Page-Page).

Bespoke . (2009). In B. Moore (Ed.), Australian concise Oxford dictionary (5th ed., p. 127). Oxford University Press. 

Kellner, D. (2006). Critical theory. In B. S. Turner (Ed.), The Cambridge dictionary of sociology (pp. 104-106). Cambridge, England: Cambridge University Press. 

Merriam-Webster. (n.d.). Congenital. In Merriam-Webster.com dictionary. Retrieved November 11, 2019, from https://www.merriam-webster.com/dictionary/congenital

Moore, C. (2005). The concept of development: Historical perspectives. In B. Hopkins, R. G. Barr, G. F. Michel, & P. Rochat (Eds.), The Cambridge encyclopedia of child development (pp. 3-7).

Oxford University Press. (n.d.). Serendipity. In Oxford English dictionary . Retrieved November 25, 2019, from https://www.oed.com/view/Entry/176387?redirectedFrom=serendipity#eid

Prevalence. (2020). In J. Law & E. Martin (Eds.), Concise medical dictionary (10th ed.). Oxford University Press. https://doi.org/10.1093/acref/9780198836612.001.0001

Every time you paraphrase, or use an idea from another source you must include an in-text citation to that source. For reference entries, follow the author formatting for the number and type of authors involved.

For entries with no author, use the title in double quotes with the year, e.g. ("Bespoke," 2009) or ("Prevalence," 2020)

If you include a direct quote, that is word-for-word from a source, add pagination to your in-text citation.

Use "p" when quoting from one page and "pp" when quoting from more than one page.

For collections with an editor:

a (print or electronic)	(Year). Title of story. In Initial. Editor Surname (Ed.), (X ed., pp. Page-Page). Publisher.  ttps://doi.org/10.xxxx
)	(Year). Title of story. In Initial. Editor Surname (Ed.), (X ed., pp. Page-Page). Publisher.
( )	(Year). Title of story. In Initial. Editor Surname (Ed.), (X ed., pp. Page-Page). Publisher.
)	(Year). Title of story. In Initial. Editor Surname (Ed.), (X ed., pp. Page-Page). Publisher.

For collections without an editor:

a (print or electronic)	(Year). Title of story. In (X ed., pp. Page-Page). Publisher.  ttps://doi.org/10.xxxx
)	(Year). Title of story. In (X ed., pp. Page-Page). Publisher.
( )	(Year). Title of story. In (X ed., pp. Page-Page). Publisher.
)	(Year). Title of story. In (X ed., pp. Page-Page). Publisher.

Proulx , A. (2006). Brokeback mountain. In Close range: Brokeback mountain and other stories (Film tie-in ed., pp. 283-218). Harper Perennial. 

Poems, epigrams and epigraphs

For the above short pieces, refer to the .

Course Readers and Compiled Texts ('Custom Book Editions')

Course readers and compiled texts are usually collections of chapters and articles specifically chosen as readings for a particular subject.

To reference from these publications see the notes on the .

This video will show you the basics of how to create in-text and reference list citations for chapters in edited books.

Help and Information

UON Referencing Guide

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medical surgical nursing critical thinking for person centred care apa reference

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Medical-Surgical Nursing : Critical Thinking for Person-Centred Care ( 3 Volume Pack )

LeMone , Burke et al

Edition – 4th

Use Textbook Search to order the correct edition for your unit.

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Faculty of Science, Medicine and Health - Papers: part A

Medical-surgical nursing: critical thinking for person-centred care.

Priscilla Lemone , University of Missouri Karen Burke , The Oregon State Board of Nursing Tracy Levett-Jones , University of Newcastle Trudy Dwyer , Central Queensland University Lorna Moxham , University of Wollongong Follow Kerry Reid-Searl , Central Queensland University Kamaree Berry , Murdoch University Keryln Carville , Curtin University of Technology Majella Hales , Australian Catholic University Nicole Knox , University of Western Sydney Yoni Luxford , University of New England Debra Raymond , University of Western Sydney

Medical-surgical nursing : critical thinking for person-centred care / [Priscilla] LeMone and 11 others

Frenchs Forest, NSW : Pearson Australia, 2014
3 volumes : colour illustrations ; 28 cm.
9781486014132 (paperback (Volume 1))
9781486014149 (paperback (Volume 2))
9781486006199 (paperback (Volume 3))
UNIT 1 Dimensions of Medical?Surgical Nursing
1: Medical?Surgical Nursing
2: Health and Illness in Adults
3: Community Care
UNIT 2 Alterations in Patterns of Health
4: Nursing Care of People Having Surgery
5: Nursing Care of People Experiencing Loss, Grief and Death
6: Nursing Care of People with Problems of Substance Abuse
7: Nursing Care of People in the Emergency Department or Experiencing Disasters
UNIT 3 Pathophysiology and Patterns of Health
8: Genetic Implications of Adult Health Nursing
9: Nursing Care of People Experiencing Pain
10: Nursing Care of People with Altered Fluid, Electrolyte and Acid?Base Balance
11: Nursing Care of People Experiencing Trauma and Shock
12: Nursing Care of People with Infections
13: Nursing Care of People with Altered Immunity
14: Nursing Care of People with Cancer
UNIT 4 Responses to Altered Integumentary Structure and Function
15: A Person-centred Approach to Assessing the Integumentary System
16: Nursing Care of People with Integumentary Disorders
17: Nursing Care of People with Burns
UNIT 5 Responses to Altered Endocrine Function
18: A Person-centred Approach to Assessing the Endocrine System
19: Nursing Care of People with Endocrine Disorders
20: Nursing Care of People with Diabetes Mellitus
UNIT 6 Responses to Altered Gastrointestinal Function
21: A Person-centred Approach to Assessing the Gastrointestinal System
22: Nursing Care of People with Nutritional Disorders
23: Nursing Care of People with Upper Gastrointestinal Disorders
24: Nursing Care of People with Bowel Disorders
25: Nursing Care of People with Gallbladder, Liver and Pancreatic Disorders
UNIT 7 Responses to Altered Urinary Elimination
26: A Person-centred Approach to Assessing the Renal System
27: Nursing Care of People with Urinary Tract Disorders
28: Nursing Care of People with Kidney Disorders
UNIT 8 Responses to Altered Cardiovascular Function
29: A Person-centred Approach to Assessing the Cardiovascular and Lymphatic Systems
30: Nursing Care of People with Coronary Heart Disease
31: Nursing Care of People with Cardiac Disorders
32: Nursing Care of People with Vascular and Lymphatic Disorders
33: Nursing Care of People with Haematological Disorders
UNIT 9 Responses to Altered Respiratory Function
34: A Person-centred Approach to Assessing the Respiratory System
35: Nursing Care of People with Upper Respiratory Disorders
36: Nursing Care of People with Ventilation Disorders
37: Nursing Care of People with Gas Exchange Disorders
UNIT 10 Responses to Altered Musculoskeletal Function
38: A Person-centred Approach to Assessing the Musculoskeletal System
39: Nursing Care of People with Musculoskeletal Trauma
40: Nursing Care of People with Musculoskeletal Disorders
UNIT 11 Responses to Altered Neurological Function
41: A Person-centred Approach to Assessing the Nervous System
42: Nursing Care of People with Intracranial Disorders
43: Nursing Care of People with Cerebrovascular and Spinal Cord Disorders
44: Nursing Care of People with Neurological Disorders
UNIT 12 Responses to Altered Visual and Auditory Function
45: A Person-centred Approach to Assessing the Eye and Ear
46: Nursing Care of People with Eye and Ear Disorders
UNIT 13 Responses to Altered Reproductive Function
47: A Person-centred Approach to Assessing the Male and Female Reproductive Systems
48: Nursing Care of Men with Reproductive System and Breast Disorders
49: Nursing Care of Women with Reproductive System and Breast Disorders
50: Nursing Care of People Who Have Sexually Transmitted Infections
UNIT 14 Special Topics in Medical?Surgical Nursing
51: Mental Healthcare in the Australian Context
52: Nursing Care of People in Regional, Rural and Remote Areas of Australia.
Previous ed.: 2011.
Previous edition: 2011 as Medical-surgical nursing : critical thinking in client care.
"Authorised adaptation from the United States edition entitled Medical-surgical nursing : critical thinking in patient care, 5th edition, ISBN 0135075947 by LeMone, Priscilla; Burke, Karen; Bauldoff, Gerene. published by Pearson Education, Inc., copyright ©2011" --Title page verso.
"Second adaptation edition published by Pearson Australia Group Pty Ltd, Copyright ©2014" --Title page verso.
Includes bibliographical references and index.
Surgical nursing

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APA Format & Citation Style, 7th edition

General Style Guidelines
One Author or Editor
Two Authors or Editors
Three or More Authors or Editors
Article or Chapter in an Edited Book
Article in a Reference Book
Edition other than the First
Translation
Government Publication
Journal Article with One Author
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Getting Started

American Psychological Association (APA) style is commonly used for citing references in student papers in science, medical, public health, health sciences and nursing as well as the social science.

The purpose of documentation is to:

Identify ( cite ) other people’s ideas and information used within your essay or term paper.
Indicate the authors or sources of these in a References list at the end of your paper.

This guide is based on the APA Manual (7th ed.) that was published in 2019.

APA's Official Resources

APA Checklist for Student Papers
APA - A Complete Resource for Writing and Publishing in the Social and Behavioral Sciences The official online APA publication.
APA website
Official APA blog Provides clarification and corrections related to information in the APA manual.
Sample APA Paper From the official APA website.
APA Tutorial This tutorial is designed for writers who are new to APA Style. It covers the basics of seventh edition APA Style, including paper elements, format, and organization; academic writing style; grammar and usage; bias-free language; mechanics of style; tables and figures; in-text citations, paraphrasing, and quotations; and reference list format and order.

Digital Object Identifier (DOI)

What is a DOI? A DOI ( digital object identifier ) is a unique alphanumeric string assigned by a registration agency (the International DOI Foundation) to identify content and provide a persistent link to its location on the internet.

NOTE: It is regarded as the most important part of the citation because it will accurately direct users to the specific article.

Think of it as a "digital fingerprint" or an article's DNA!

The rules for DOIs have been updated in the 7th edition of the Publication Manual of the American Psychological Association. They should be included as URLs, rather than just the alphanumeric string.

Correct:

http://doi.org/10.1186/1471-2288-12-114
http://dx.doi.org/10.1186/1471-2288-12-114

Incorrect:

doi: 10.1186/1471-2288-12-114
Retrieved from http://doi:10.1186/1471-2288-12-114
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The concept of Watson’s carative factors in nursing and their (dis)harmony with patient satisfaction

Majda pajnkihar.

1 Faculty of Health Sciences, University of Maribor, Maribor, Slovenia

Gregor Štiglic

2 Faculty of Electrical Engineering and Computer Science, University of Maribor, Maribor, Slovenia

Dominika Vrbnjak

Associated data.

The following information was supplied regarding data availability:

The raw data has been supplied as a Supplementary File .

Constant reviews of the caring behavior of nurses and patient satisfaction help to improve the quality of nursing. The aim of our research was to explore relationships between the level of nursing education, the perception of nurses and nursing assistants of Watson’s carative factors, and patient satisfaction.

A questionnaire survey using a convenience sample of 1,098 members of nursing teams and a purposive sample of 1,123 patients in four health care institutions in Slovenia was conducted in August 2012. A demographic questionnaire and the Caring Nurse-Patient Interactions Scale (nurse version) were delivered to the nurses. A Hospital Consumer Assessment of Health Plans Survey was delivered to discharged patients. Data were analyzed using descriptive and inferential statistics.

Carative factor sensibility was related to the level of nursing education. Patients were satisfied with the care received from nurses, nursing assistants and hospitals, although we found differences between the perceptions of nurses and nursing assistants of carative factors and patient satisfaction. By comparing only the perceptions of nurses and nursing assistants of carative factors in health care institutions, differences were found for seven out of ten carative factors.

We did not find major significant differences between carative factors and level of nurse education, except in one carative factor. Differences in perceptions of carative factors between health care institutions are probably the result of different institutional factors. The results can be of great benefit to nurse administrators and educators, indicating the factors that must be taken into account for enhancing patient satisfaction. Emphasis on caring theories should be placed in nursing education and their application in nursing practice.

Introduction

Caring is the core concept in nursing ( Brilowski & Wendler, 2005 ; Kyle, 1995 ; Pajnkihar, 2003 ; Palese et al., 2011 ). Caring includes care for and care about clients ( Fisher & Tronto, 1990 ; Pajnkihar, 2003 ). The first of these two main domains in holistic nursing related to professional knowledge and expertise and the second to psychological and spiritual consideration of clients ( Pajnkihar, 2003 ). One way to ensure that caring is central to the patients’ experience is to endorse Watson’s theory of human caring as the basis or a guide for nursing practice. To be able to perform a caring action, nurses need an artistic as well as a scientific knowledge and expertise ( Pajnkihar, 2008 ). Nursing education plays an important role in the acquisition and advancement of caring attributes ( Labrague et al., 2015 ) and this should be emphasized throughout their professional lives ( Pajnkihar, 2003 )

Caring behavior by nurses can contribute to the satisfaction and well-being of patients and is more than only the performance of the healthcare organizations ( Burt, 2007 ; Kaur, Sambasivan & Kumar, 2013 ; Sherwood, 1997 ; Wolf, Colahan & Costello, 1998 ) or a specific type of professional and human-to-human contact. When caring is not present, non-caring consequences and dissatisfaction with care, where the person feels like an object, can occur. Caring has to be done in practice and research ( Watson, 2009 ), as lack of caring is a major threat to health care quality. Because of the rapid advances in knowledge and technology, knowledge about care in practice must be constantly re-examined ( Pajnkihar, 2003 ). A study by Snowden et al. (2015) could not confirm the association between previous caring experience by patients and higher emotional intelligence in nurses.

Regular reviews of nurses’ caring behavior and actions, and patient satisfaction may help nursing administration to plan necessary improvement in practice. As there is a lack of research relating to the personal characteristics of nurses such as education and caring behaviors, and a lack of empirical data on the relationships between carative factors as core of caring and patient satisfaction in Slovenian health care institutions, we decided to explore these relationships.

Carative factors as core of caring

Watson pointed out that caring is “the moral ideal of nursing whereby the end is protection, enhancement, and preservation of human dignity” ( Watson, 1999 , p. 29). Trustful and respectful interpersonal relationships are extremely important for preserving human dignity ( Pajnkihar, 2003 ). Eriksson introduced the word ‘carative’ in caring science and defined it as love and charity and the motive for all caring ( Eriksson, 2006 ). With her theory of caritative caring, she influenced Watson’s work and development of carative factors ( Nelson & Watson, 2012 ). Within Watson’s theory, ten carative factors of love-heart-centered-caring/compassion represent the core of caring ( Watson, 2008 ; Watson, 2012 ). Carative factors support and enhance the patients’ caring experience ( Watson, 2008 ). Watson’s carative factors are seen as nurse-patient interactions and modalities that can be employed to support and enhance the experience of the actual caring occasion. These carative factors are described as consisting of: cultivating the practice of loving-kindness and equanimity toward self and others as foundational to caritas consciousness; being authentically present; enabling, sustaining and honoring the faith, hope and the deep belief system and the inner-subjective life world of the self and of the other; cultivating one’s own spiritual practices and transpersonal self, going beyond the ego-self; developing and sustaining a helping-trusting, caring relationship; being present to, and supportive of, the expression of positive and negative feelings; creatively use the self and all ways of knowing as part of the caring process; engaging in the artistry of caritas nursing; engaging in genuine teaching-learning experiences that attend to the unity of being and subjective meaning; attempting to stay within the other’s frame of reference; creating a healing environment at all levels; administering sacred nursing acts of caring-healing by tending to basic human needs; opening and attending to spiritual or mysterious and existential unknowns of life and death ( Watson, 2008 ). Watson later further developed carative factors into 10 caritas processes, described by Jesse & Alligod (2014) , where more consistent definitions of all caritas processes can be found. Carative factors and caritas processes facilitate healing, honour, wholeness and contribute to the evolution of humanity ( Watson, 2008 ).

Patient satisfaction as nurse sensitive patient outcome

Patient satisfaction is one of the established outcome indicators of the quality and the efficiency of healthcare systems ( Chow et al., 2009 ; Merkouris, Papathanassoglou & Lemonidou, 2004 ) and also considered as a nursing-sensitive patient outcome, which is significantly impacted by nursing interventions ( Tervo-Heikkinen et al., 2008 ). Satisfaction is related to patients’ safety because it influences further health service utilization and the level of patients’ adherence or compliance with prescribed treatments, regimens, and recommendations ( Palese et al., 2011 ). Caring can be viewed as an antecedent or a consequence of safety in one’s everyday life and health care ( Pajnkihar, 2003 ). The interpersonal contact with nurses is central to patients’ experience, hence the latter is a crucial determinant of the overall experience of care ( Merkouris, Papathanassoglou & Lemonidou, 2004 ). A relationship was found between patient satisfaction and patient-perceived nurse caring ( Larrabee et al., 2004 ; Palese et al., 2011 ). We can say that patient satisfaction is a response to nurse caring ( Sherwood, 1997 ). However, there are many other related factors that can influence that perceptions.

Level of nurse education in relation to their perception of caring and patient satisfaction

Nurse education should emphasize a holistic, individualized, and client-centred nursing care ( Pajnkihar, 2003 ). Though it is also important, there is a lack of research relating caring perceptions to the personal characteristics of nurses, such as the level of education ( Patiraki et al., 2014 ). The differences in patient satisfaction may be attributed to the different levels of educational background that nurses received in the participating countries (education spanning over a 3- and 4-year period, diploma and bachelor’s levels) ( Palese et al., 2011 ). Some researchers found no relationships between level of nurse education and patient satisfaction ( Patiraki et al., 2014 ; Weinberg, Cooney-Miner & Perloff, 2012 ). Other results show that higher proportions of nurses with a bachelor’s degree is important to achieve better patient outcomes and patient safety ( Aiken et al., 2013 ; Bruyneel et al., 2015 ; Weinberg, Cooney-Miner & Perloff, 2012 ; Weinberg et al., 2013 ). The characteristics of nurses contribute to the care delivered in healthcare organizations ( Idvall et al., 2012 ), however, further research is needed to explore the relationship of nurses’ educational levels and patient outcomes ( Ridley, 2008 ). In Slovenia, the nursing education system consists of a minimum 4-year secondary education (for nursing assistants), 3-years of first cycle Bologna higher education (for nurses with a diploma degree) and 2-years of second cycle Bologna higher education (for nurses with a master’s degree). Our nursing educational system has been reformed several times in the last decades ( Prosen, 2015 ). We have had 2, 2.5 or 3-year higher vocational education (for nurses with associate degrees) and 3-year diploma level education (for nurses with diploma degrees). When referring to nurses in this research we mean nurses with an associate degree, diploma degree or master degree. Nursing assistants are those with 4-year secondary school vocational education. Currently we have 72% ( n = 12,387) nursing assistants and 28% ( n = 4,871) of nurses in Slovenia ( National Institute of Public Health of the Republic of Slovenia, 2014 ). Nurses with diploma and master’s degrees are both often involved in holistic patient care as team leaders at different levels of management. Nursing teams are made up of members of both groups. Nursing assistants work under the supervision of nurses performing different nursing procedures in the nursing process and are mainly responsible in assisting patients’ daily life activities.

Nurses with diploma degree and master’s degree are independent experts in nursing care and are responsible for nursing care and independently and autonomously perform nursing procedures and interventions in the nursing process. They are also involved in holistic patient care as team leaders at different levels of management.

Nurses with master’s degree are also responsible for systematic monitoring of clinical work, managing teams to improve clinical practice, initiating changes and improvements, which are directly introduced into the process of nursing care.

The aim of this study was to explore the relationships between level of nurse education, nurses’ and nursing assistants’ perception of carative factors, and patient satisfaction in Slovene health care institutions. More specifically, this study aimed to:

(a) Examine the relationship between the level of nurse education and their perception of carative factors;

(b) Examine relationships between nurses’ and nursing assistants’ perception of carative factors and patient satisfaction in Slovene health care institutions;

(c) Examine the differences in nurses’ and nursing assistants’ perception of carative factors in Slovene health care institutions.

This study was conducted using a descriptive cross-sectional survey design.

Sample and setting

Due to the large size of the potential target population for the study and accessibility of the selected hospitals, convenience sampling was used for recruiting nurses and nursing assistants providing bedside care. Nurses working in management were excluded from the study. We collected data from four different healthcare institutions in Slovenia, ranging from large university clinical centers to small general hospitals and different units. The reason for this choice was the large regional coverage achieved by including the two largest secondary healthcare level institutions and two hospitals from other regions. Despite the small number of institutions included in the study, their geographical distribution contribute to better generalizability of the results. Questionnaires were distributed to 1,098 nursing assistants and nurses, representing 29.84% of 3,680 nurses and nursing assistants working in these four health care institutions, and 11.68% of 9,404 nurses and nursing assistants in all Slovenian hospitals. The 613 questionnaires returned gave an overall response rate of 55.83%.

The same four health care institutions were used to collect data from patients who were discharged during the time of the study. Questionnaires were distributed to 1,123 patients and 475 questionnaires were returned, giving an overall response rate of 42.3%.

Two questionnaires were used, one for nurses and nursing assistants and another for patients.

Questionnaire for nurses and nursing assistants

The level of nursing education was measured at the individual level as previously used in the United States of America ( Weinberg, Cooney-Miner & Perloff, 2012 ; Weinberg et al., 2013 ). Questions were adapted to the local environment.

The Instrument Caring Nurse-Patient Interactions Scale–nurse version (CNPI–nurse version), developed to measure caring and corresponding to the ten carative factors proposed by Watson’s theory of human caring, was used ( Cossette et al., 2005 ). The 70-item questionnaire uses a 1-to-5 Likert scale. Respondents circle the number best corresponding to their belief concerning the statement (where 1 represents not at all , 5 extremely ), frequency (where 1 represents almost never , 5 almost always ) and satisfaction (where 1 represents very unsatisfied , 5 very satisfied ). Items are grouped in the following ten carative factors: Humanism (items 1–6); Hope (items 7–13); Sensibility (items 14–19); Helping relationship (items 20–26); Expression of emotions (items 27–32); Problem solving (items 33–38); Teaching (items 39–47); Environment (items 48–54); Needs (items 55–64); Spirituality (items 65–70) ( Cossette, 2006 ; Cossette et al., 2005 ; Cossette & Pepin, 2009 ). The mean score was calculated for each of ten carative factors with an additional overall caring score that was calculated by averaging the individual scores. The reported Cronbach alpha coefficients between sub-scales varied from 0.73 to 0.91 in the original tool ( Cossette et al., 2005 ).

Questionnaires were translated into the Slovene language by a professional translator. Translations were discussed in the group of six researchers and nursing experts, to assess content validity, acceptability and feasibility. Internal reliability using Cronbach’s alpha was assessed in the present study for CNPI–nurse version and the corresponding values of reported alpha coefficients between sub-scales in the present study varied from 0.70 to 0.94.

Questionnaire for patients

We used a modified Hospital Consumer Assessment of Health Plans Survey (H-CAHPS-survey) to measure patient satisfaction as used in previous research in the United States ( Weinberg, Cooney-Miner & Perloff, 2012 ; Weinberg et al., 2013 ). We used questions related to satisfaction received from nurses during the hospital stay (three questions). For this part a 4-level scale was used with the following levels: 1-“never,” 2-“sometimes,” 3-“usually,” 4-“never.” In addition, an item from the H-CAHPS survey was used to measure satisfaction with the hospital: “Using any number from 0 to 10, where 0 is the worst hospital possible and 10 is the best hospital possible , what number would you use to rate this hospital during your stay?” Translation and assessment of content validity, acceptability and feasibility were done in the same way as previously described for CNPI–nurse version.

Data collection and ethical considerations

Data were collected in August 2012. All four health care institutions review boards gave written permission for the research. Ethics approval was obtained from the Ethics committee of University of Maribor, Faculty of Health Sciences (2159-2/2012/703-SN, dated 26.03.2016). Participants were informed about the study aims prior to administration of the questionnaires. The researchers handed out questionnaires to members of nursing teams in different units in the four different health care institutions, including nursing assistants and nurses. The completed questionnaires for nurses and nursing assistants were returned in a sealed box clearly identifiable in the ward. This box was regularly emptied by researchers. The questionnaires for patients were completed after leaving the ward. On the day of their discharge each patient received a questionnaire in an envelope. The completed questionnaires were sealed in return envelopes addressed to the principal investigator. Patients were assured they could refuse participation by not completing the questionnaire. Participation in the study was voluntary and anonymous. Responses were treated with full confidentiality. Details that might disclose the identity of the participants in the study were omitted. A response to the questionnaire was indicative of consent to participate.

Data analysis

To assess the relation between 10 carative factors and education level, we ran logistic regression where participants were divided into two groups based on their level of education and used carative factors as predictors. The “no diploma” group included all nursing assistants ( n = 327), while the “diploma group” included nurses ( n = 266) to obtain a two-class output variable. After removal of samples with missing values for any predictor or output variable, we obtained a dataset with 269 participants in the “no diploma” group and 221 in the “diploma group.” To check for multicollinearity of predictor variables, we employed a variance inflation factor (VIF) that was calculated for each variable to quantify the severity of multicollinearity. All VIF scores, ranging from 2.27 to 4.73 lie below the threshold of 10, to represent a high level multicollinearity ( Kutner, Nachtsheim & Neter, 2004 ) Statistical significance was set at p < 0.05.

Analysis of variance (ANOVA) was used to examine the differences in mean values for patient satisfaction with nurses’ and nursing assistants’ care, carative factors and overall caring scores between the four health care institutions.

Descriptive analysis was employed for descriptions by participants of patient satisfaction and to visualize the differences between patient satisfaction and carative factors in the four different health care institutions. Mean values with corresponding 95% confidence intervals for comparing institutions were calculated for care received from nurses and nursing assistants, and overall patient satisfaction. To allow comparison on the same scale, mean values were linearly transformed for care received from nurses and nursing assistants (from 1–4 to 1–5 interval) and for overall patient satisfaction (from 1–10 to 1–5 interval). Data were analyzed using R, version 3.0.3 ( http://cran.org ).

Participants’ descriptions

The majority of participants were nursing assistants (53.3%), followed by nurses (43.3%). Thirteen (2.3%) respondents had the other educational background and were excluded from further analysis. The majority worked in the university clinical center (UCC 1) (51.2%). The lowest proportion of nurses was found for Hospital 2 (33.9%).

The majority of patients were hospitalized and discharged from UCC 1 (45.8%). More than half of patients had secondary education (53.9%) (see Table 1 ).

Members of nursing teams	Responses
Education
Nursing assistants, (%)	327 (53.3%)
Nurses, (%)	266 (43.3%)
Other, (%)	13 (2.3%)
Missing, (%)	7 (1.1%)
Workplace, proportion of nurses (vs. nursing assistants)
Hospital 1, (%)	35 (5.7%)
Nurses, (%)	15 (46.9%)
Hospital 2, (%)	63 (10.3%)
Nurses, (%)	20 (33.9%)
UCC 1, (%)	314(51.2%)
Nurses, (%)	142 (46.3%)
UCC 2, (%)	191 (31.2%)
Nurses, (%)	86 (46.5%)
Missing, (%)	10 (1.6%)

Hospitalization
Hospital 1, (%)	50 (10.5%)
Hospital 2, (%)	41 (8.6%)
UCC 1, (%)	217 (45.7%)
UCC 2, (%)	167 (35.2%)
Level of patients’ education
Primary education, (%)	75 (15.8%)
Secondary education, (%)	256 (53.9%)
Higher education, (%)	101 (21.2%)
Missing, (%)	43 (9.1%)

Relationship between level of nurses’ education and their perception of carative factors

Multivariate logistic regression was used to identify the carative factors that are significantly related to the level of education. Table 2 shows that one of the 10 carative factors (i.e., sensibility) demonstrates a statistically significant association with the output variable. The negative β coefficient for sensibility relates higher levels of this carative factor to a group of nurses with no diploma.

Carative factor	Estimate	Std. error	value	Pr(>\| \|)
(Intercept)	−0.174	0.895	−0.194	0.846
Humanism	−0.061	0.286	−0.214	0.830
Hope	0.058	0.198	0.295	0.768
Sensibility	−0.537	0.239	−2.250
Helping relationship	−0.235	0.319	−0.735	0.462
Expression of emotions	0.408	0.298	1.367	0.172
Problem solving	0.198	0.294	0.674	0.501
Teaching	0.213	0.319	0.667	0.504
Environment	−0.346	0.347	−0.998	0.318
Needs	0.517	0.325	1.589	0.112
Spirituality	−0.259	0.217	−1.196	0.232

Relationships between nurses’ and nursing assistants’ perception of carative factors and patient satisfaction in Slovene health care institutions

Mean values representing patient satisfaction with care from nurses and nursing assistants during the hospital stay can be seen in Table 3 .

Care received from nurses and nursing assistants	Mean	95% CI	Std. error
1. During this hospital stay, how often did nurses treat you with courtesy and respect?	3.79	3.74–3.83	0.48
2. During this hospital stay, how often did nurses listen carefully to you?	3.69	3.63–3.74	0.57
3. During this hospital stay, how often did nurses explain things in a way you could understand?	3.67	3.61–3.73	0.62

When comparing carative factors as perceived by nurses and nursing assistants and patient satisfaction with their care, differences were found for all carative factors, except in Hospital 1 for carative factors sensibility, problem solving, and spirituality. When comparing mean scores of patient satisfaction with care from nurses and nursing assistants (transformed mean scores ranged from 3.43 to 3.77) and overall caring score (transformed mean scores ranged from 4.27 to 4.52), differences were found in all four health care institutions (see Table 4 ).

	Hospital 1		Hospital 2		UCC1		UCC2
	Mean	95% CI	Mean	95% CI	Mean	95% CI	Mean	95% CI
Care from nurses, nursing assistants	3.77	3.65–3.89	3.43	3.15–3.71	3.64	3.57–3.71	3.59	3.48–3.70	0.061
Humanism	4.50	4.34–4.67	4.36	4.18–4.54	4.43	4.36–4.50	4.54	4.47–4.61	0.102
Hope	4.56	4.38–4.74		4.37–4.96	4.51	4.44–4.59	4.66	4.59–4.72	0.090
Sensibility	3.88	3.65–4.11	4.15	3.98–4.31	4.03	3.95–4.11	4.28	4.19–4.38	<
Helping Relationship	4.34	4.17–4.51	4.33	4.18–4.48	4.35	4.28–4.41	4.50	4.42–4.57
Expression of Emotions	4.19	3.99–4.39	4.34	4.19–4.50	4.25	4.17–4.32	4.49	4.36–4.61
Problem Solving	4.09	3.86–4.33	4.28	4.12–4.45	4.14	4.06–4.22	4.41	4.32–4.49	<
Teaching	4.19	4.02–4.37	4.25	4.06–4.44	4.21	4.14–4.29	4.44	4.36–4.52
Environment	4.55	4.41–4.69	4.57	4.41–4.74	4.51	4.44–4.58	4.66	4.60–4.73
Needs		4.47–4.75	4.62	4.46–4.78		4.56–4.69		4.69–4.80	0.071
Spirituality	4.11	3.85–4.36	4.28	4.11–4.45	4.24	4.16–4.33	4.41	4.33–4.50
Overall caring	4.27	4.11–4.42	4.38	4.23–4.53	4.32	4.25–4.39	4.52	4.46–4.58	<

When comparing overall patient satisfaction with the hospital and an overall caring score, differences were found only in UCC 2, where the mean for hospital rating was M = 4.30, 95% CI [4.18–4.33] and the mean for overall caring was M = 4.52, 95% CI [4.46–4.59] (see Fig. 1 ).

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Differences in nurses’ and nursing assistants’ perception of carative factors

When comparing nurses’ and nursing assistants’ perceptions of carative factors in four health care institutions, statistically significant differences were found for carative factors sensibility, helping relationship, the expression of emotions, problem solving, teaching, the environment and spirituality, and also for overall caring (see Table 4 ).

This study aimed at exploring relationships between the level of nurses’ education, nurses’ and nursing assistants’ perception of carative factors, and patient satisfaction in Slovene health care institutions. We employed two validated questionnaires representing the two different constructs care (CNPI), and patient satisfaction (H-CAHPS).

The carative factor sensibility was related to the level of nurses’ education. Higher levels of sensibility related to nursing assistants. Sensibility relates to being sensitive to self and others by nurturing individual beliefs, personal growth, and practices ( Watson, 2008 ). Nurses should help people and be sensitive to themselves and others within a helping-trusting relationship that is directed towards protecting and enhancing their dignity ( Pajnkihar, 2003 ). The results need to be addressed in practice, because in Slovenia nurses are responsible for theory-based nursing practice ( Kadivec et al., 2011 ). Nurses should apply a nursing theory that contains elements of client-oriented nursing, holistic and systematic treatment and equal relationships between nurses and clients. Slovene nursing practice is mainly based on Virginia Henderson’s conceptual model ( Pajnkihar, 2003 ). Although Watson’s theory has recently been implemented into educational programmes in Slovenia, students have accepted the theory positively and nurses in practice are increasingly aware of its importance ( Baznik, 2005 ). Watson’s theory as well as other nursing theories are now influencing clinical practice, especially as a framework for research in nursing. Henderson’s model and Watson’s theory have similiarities and differences. Among other authors that influenced the development of Watson’s theory was also Virginia Henderson. Both Henderson and Watson belived that nursing should be holistic, stating that nursing is more than just meeting patients’ physical needs, but also meeting psychosocial, social and spiritual needs. However, Henderson’s model is more focused on helping, assisting patients’ in their daily activities and meeting their needs, and Watson more on partnership caring relationships with individuals and focusing especially on spiritual aspects of individual lives. The results reflect the given practice that 72% of all members of nursing teams are nursing assistants who predominately carry out direct patient care, while only 28% ( National Institute of Public Health of the Republic of Slovenia, 2014 ) of nurses are responsible not only for patient care but also for diagnostics and therapeutic treatment. This proportion shows the lack of nurses and the heavy workload of nurses probably influences their time spent in direct patient care. This trend should be reversed in our practice; we need 70% nurses and 30% nursing assistants ( Kadivec et al., 2011 ). In our opinion there are not only educational factors that influence the perception of caring, but also that institutional factors influence the overall perception of caring.

Patients were satisfied with the care they received from nurses and nursing assistants (see Table 3 ), although we found some differences. Nurses and nursing assistants rated overall caring scores with higher mean scores than the patient participants did, and their satisfaction with care received by nurses and nursing assistants. Examining each carative factor separately, we found differences in nurses’ and nursing assistants’ perceptions of carative factors and patient satisfaction with their care for seven out of ten carative factors. There were no differences found for the three carative factors sensibility, problem solving and spirituality in one hospital (Hospital 1). Although we did not compare nurses’, nursing assistants’ and patients’ perceptions toward nurses’ caring behaviors, the findings are in line with the results of other authors who found that nurse participants rated caring behaviors with higher mean scores than patient participants did ( Omari, AbualRub & Ayasreh, 2013 ). There is considerable evidence that there is no congruence of perceptions between patients and nurses concerningwhich behaviors are considered caring and intended to be caring is not always perceived as such by the patient ( Papastavrou, Efstathiou & Charalambous, 2011 ). Patient perceptions of important nurse caring behaviors differ from staff perceptions. Nurses perceive expressive/affective behaviors as being most important. In contrast, the patients perceive behaviors as most important when they demonstrate competent, instrumental know-how ( Von Essen & Sjoden, 2003 ). This is also another possible explanation for the differences we found, as questions regarding care from nurses were related to courtesy, respect, listening and communication. Patients appear to value more instrumental and technical skills that nurses do ( Papastavrou, Efstathiou & Charalambous, 2011 ). A study by Bone (2008) in maternity nursing also demonstrates the shift from the emotional connections between maternity nurses and women to the management and control of techno-medical interventions taking place. However, caring behaviors are important when performing diagnostic and therapeutic interventions. It is important to emphasize that patients were satisfied with the care they received from nurses and nursing assistants. Patients were also satisfied with the hospitals (see Fig. 1 ), but their satisfaction was not only dependent on nursing and care. When examining overall patient satisfaction with the hospital and overall caring, differences were found only in one university clinical center (UCC 2), where nurses and nursing assistants also estimated carative factors with higher mean scores than patient participants did. However, it should also be taken into consideration that comparison between the CNPI–nurse version and H-CAHPS survey was done on different Likert scales, which required linear transformation to allow comparison of mean values. A broad conceptual base must be adopted to understand phenomena in practice, because quality nursing and health care demand humanistic respect for the functional unity of the human being ( Pajnkihar, 2003 ).

When examining differences in nurses’ and nursing assistants’ perception of carative factors in the four health care institutions, differences were found for the majority of carative factors and also for overall caring. In both clinical centers, as well as in one of the hospitals, the carative factor ‘needs’ received the highest average factor evaluated by nurses and nursing assistants. As education did not have such an impact on perceptions of carative factors, differences in health care institutions probably relate to different caring cultures and nurses’ workload. This needs to be addressed in practice, especially by nursing administration. Some institutions adopt a caring-science paradigm, while the others should reproduce human caring through training that simulates caring ( Kay Hogan, 2013 ). Also, stronger emphasis should be placed on caring theories during nursing education. Nurses need lifelong education and training to promote and maintain a vision, perspectives and values, and to assert that caring is essential in nursing ( Patiraki et al., 2014 ). No differences were found for carative factors humanism, hope and needs. These elements seem to be common beliefs and values in Slovene nursing that are related to basic nursing philosophy and theoretical frameworks that underpin education and practice. Nursing needs lifelong learning of caring values and beliefs and constant interaction between theory and practice to support practice based on caring theories.

Study limitations

There are some limitations to this study that should be taken into consideration when interpreting the results. A convenience sample of members of nursing teams and a purposive sample of patients were used to collect data, thus limiting the generalizability of our results. The construct validity of the patient satisfaction questionnaire was not tested due to small number of questions used. When measuring patient satisfaction, the questionnaire did not include information on specific nurses patients evaluated, thus limiting the possibilities of paired sample statistical tests. Due to the high number of questions in the CNPI scale, the motivation of the participants in the study might have been reduced, and the survey itself was time consuming for both researchers and participants.

The essence of nursing is caring for others and for oneself. Nurses should be caring and be able to establish personal contact, have a communicational approach and good interpersonal relationships with patients. Interventions should reflect professionalism and care for individual problems, not only be seen as routine work ( Pajnkihar, 2003 ). Patients appreciate good care, hence their perception about caring and satisfaction should be taken into consideration. As described by Douglas (2010) , caring is important for the well-being of staff working with patients. He concludes that delivering care without caring is wrong.

The environment and culture in health care institutions seems to have an important impact on the nurses’ perception of carative factors. We echo Watson ( 1999 , p. 75) that promotion of a “supportive, protective, and/or corrective mental, physical, societal, and spiritual environment” empowers nurses in caring partnerships with individuals ( Pajnkihar, 2003 ). However, nurses also need time and resources to establish such caring environments. A stronger emphasis on caring theories is necessary during both nursing education and lifelong learning so that a strong core of knowledge relating to caring theories and theory based practice can exist.

Further research is needed to determine the influence of carative factors on patient satisfaction in longitudinal studies. In addition, different factors of patient satisfaction should be explored in detail. For this to happen, a mixed methods approach should be used. It would be useful to explore how the time constraints on nurses impact their interactions with their patients.

Supplemental Information

Supplemental information 1, supplemental information 2, supplemental information 3, supplemental information 4, acknowledgments.

The study was undertaken as a part of a bilateral research project ‘Safety and caring for patients in a clinical environment’ in correlation with the education of nurses between the University of Maribor Faculty of Health Sciences and IM Sechenov First Moscow State Medical University of the Ministry of Health and Social Development, Moscow. We thank the researchers Klavdija Čuček Trifkovič, Barbara Donik, Sabina Fijan, Barbara Kegl, Mateja Lorber, Maja Strauss, Jadranka Stričević, Sonja Šostar Turk, Natalya N. Kamynina, Alexey Y. Brazhnikov, Irina V. Ostrovskaya, Valentina E. Efremova and Igor S. Lunkov.

Funding Statement

This study was funded by the Slovenian Research Agency under the grant number BI-RU/12-13-036. There was no additional external funding received for this study. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.

Additional Information and Declarations

The authors declare there are no competing interests.

Majda Pajnkihar , Gregor Štiglic and Dominika Vrbnjak conceived and designed the experiments, performed the experiments, analyzed the data, contributed reagents/materials/analysis tools, wrote the paper, prepared figures and/or tables, reviewed drafts of the paper.

The following information was supplied relating to ethical approvals (i.e., approving body and any reference numbers):

All four health care institutions review boards provided a written permission for research. Institional Review Boards from 4 institutions (595/1-1-2012, dated 1.6.2012; 0104-14/2012:2, dated 22.5.2012; no number, dated 27.8.2012; E 33/12-MB, dated 30.5.2012).

Ethics approval was obtained from the Ethics committee of University of Maribor Faculty of Health Sciences (2159-2/2012/703-SN, dated 26.03.2016).

All files are uploaded as confidental Supplemental File .

Medical Surgical Nursing. Critical Thinking For Person-Centred Care. (3
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Medical-surgical nursing : critical thinking for person-centred care
Corpus ID: 68349125; Medical-surgical nursing : critical thinking for person-centred care / @inproceedings{Lemone2013MedicalsurgicalN, title={Medical-surgical nursing : critical thinking for person-centred care /}, author={Priscilla Lemone and Karen M. Burke and Debra Raymond and Tracy Levett-Jones and Trudy A. Dwyer and Lorna J Moxham and Kerry Reid-Searl and K Berry and Majella Hales and ...
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LeMone and Burke's Medical-Surgical Nursing: Critical Thinking for Person-Centred Care 4th Edition. Priscilla LeMone, Gerene Bauldoff, Paula Gubrud-Howe, Margaret-Ann Carno, Tracy Levett-Jones, Trudy Dwyer, Lorna Moxham, Kerry Reid-Searl, Kamaree Berry, Keryln Carville, Majella Hales, Nicole Knox, David Stanley ... Critical Thinking for Person ...
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Medical-surgical Nursing: Critical Thinking for Person-centred Care, Volumes 1-3. Priscilla LeMone, Tracey Levett-Jones. Pearson Australia, 2016 ... Medical-surgical Nursing: Critical Thinking in Client Care, Volume 1 Priscilla LeMone, Karen M. Burke No preview available - 2004.
APA 7th Style: Book chapters
Nursing care of people with nutritional disorders. In G. Bauldoff et al., LeMone and Burke's medical-surgical nursing: Critical thinking for person-centred care (4th Aust. ed., Vol. 2, pp. 629-654).
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Preceded by: Medical-surgical nursing : critical reasoning in patient care / Priscilla LeMone, Karen Burke, Gerene Bauldoff, Paula Gubrud. Sixth edition. [2015]. | Includes bibliographical references and index. Identifiers: LCCN 2018056118| ISBN 9780134868189 | ISBN 0134868188 Subjects: | MESH: Nursing Process | Nursing Care | Medical-Surgical ...
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Preview a sample chapter from LeMone and Burke's Medical-Surgical Nursing: Critical Thinking for Person-Centred Care > Read more Report an issue with this product. Previous page. ISBN-10. 1488623279. ISBN-13. 978-1488623271. Edition. 4th. Publisher. Pearson. Publication date. 16 October 2019. Language. English. Dimensions.
LeMone and Burke's Medical-Surgical Nursing: Critical Thinking for
Gerene Bauldoff is a Professor of Clinical Nursing at The Ohio State University College of Nursing in Columbus, Ohio. She has been a nurse educator for 19 years, teaching medical-surgical nursing, clinical and research methods and measurement, and evidence-based practice courses at the baccalaureate, master's and doctoral levels.
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Previous edition: 2011 as Medical-surgical nursing : critical thinking in client care. "Authorised adaptation from the United States edition entitled Medical-surgical nursing : critical thinking in patient care, 5th edition, ISBN 0135075947 by LeMone, Priscilla; Burke, Karen; Bauldoff, Gerene. published by Pearson Education, Inc., copyright ...
Medical-Surgical Nursing: Critical Thinking for Person-Centred Care
The third Australian edition of Medical-Surgical Nursing: Critical Thinking for Person-Centred Care will help prepare you for your nursing journey. It will challenge you to excel and support you as you learn. Students will be provided with a strong knowledge base, an understanding of contemporary practice issues in Australia and the capacity for sound clinical reasoning. These professional ...
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Revised edition of: Medical-surgical nursing. 4th ed. c2008 Includes bibliographical references and index Vol. 1. pt. 1. Medical-surgical nursing practice. Dimensions of medical-surgical nursing -- Alterations in patterns of health -- Pathophysiology and patterns of health -- pt. 2. Nutritional and metabolic pattern.
APA
American Psychological Association (APA) style is commonly used for citing references in student papers in science, medical, public health, health sciences and nursing as well as the social science. The purpose of documentation is to: Identify (cite) other people's ideas and information used within your essay or term paper.Indicate the authors or sources of these in a References list at the ...
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Patients were satisfied with the care they received from nurses and nursing assistants (see Table 3), although we found some differences. Nurses and nursing assistants rated overall caring scores with higher mean scores than the patient participants did, and their satisfaction with care received by nurses and nursing assistants.
Addressing the Effects of Transcultural Nursing Education on Nursing
Nursing philosophy also emphasises that in a globalized world, person-centred and culturally sensitive care is necessary for all ethnic groups within quality and holistic care (Gungor et al., 2021 ...
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Study with Quizlet and memorize flashcards containing terms like Which of the following are characteristics of a properly formatted References page in APA style? (Choose all that are correct.) Group of answer choices All references should be listed alphabetically. All references should be listed using hanging indents. The title of the references page should be called Works Cited. All ...