CARING BEHAVIOR OF LEVEL III STUDENT NURSES IN UNIVERSITY

OF NORTHERN PHILIPPINES TOWARD PATIENT’S RECOVERY

________________________________

A Thesis
Presented to
the Faculty of the College of Nursing
University of Northern Philippines
Tamag, Vigan City

__________________________________

In Partial Fulfillment of the Requirements for the Degree

by:

PACAMANA, RYREY ABRAHAM

Batch 2022
 Chapter 1

THE PROBLEM

Introduction

In today’s society showing your emotions and feelings is often seen as a 'weakness'

for both women and men. Men are often conditioned to believe that they must be the provider

and must not show their vulnerability. Women are often seen as 'too sensitive' when they

speak about their feelings and what they care for. We are told that if we don't care we will

never get hurt, or if we hold no expectations for people we will never experience

disappointment. However, to be vulnerable and to speak out for what we truly believe in

takes the utmost strength and courage and should be celebrated not denied. Caring is

displaying kindness and concern to others, this action and emotional force don't just show

love and affection to others, but it is also widely utilized to give that support and courage to

fight for once dear life. In the context of the health care profession, caring is a dynamic

essence, the most central and unifying focus for nursing practice and that's why caring plays

an important role in the nursing profession.

Through caring, nurses provide efforts and responsibilities to strengthen the trust,

well-being of the patient and to promote development in health processes, but because of the

increasing complex care for patients and lack of time, there is a risk that nursing practice will

become more technical without a caring element. Caring requires nurses who focus on the

relationship with the human being by seeing, understanding and taking responsibility. Nurses

deal with different patients every day and that means they constantly need to reach their

patient needs and expectation. They ensure that patient receive the necessary management un

order for them to regain the normal live that they had. Therefore, nurse make nurse caring

behaviors transparent to the patient to achieve patient health outcome and provide an optimal
level of care to patients. Caring is central in nursing practice which promotes healing and

improved health which nurses’ attributes. Caring helps the nurses create openness,

attentiveness, and respect for the patient as they create a nurse-patient relationship. Through

caring, nurses provide efforts and responsibilities to strengthen the trust, well-being of the

patient and to promotes development in health processes. By caring, a patient can find safety

and strength. Furthermore, a common understanding of caring, suffering, health, the

environment and the person as a human being is required. Students who enrolled in a nursing

program must have a caring ability to interact with the patient to provide quality patient care

which greatly affects the health outcome or recovery of the patient. To safeguard the patient,

student nurses need to be aware of themselves as a human being and become aware of values

which require own knowledge and be aware how to approach patient. By that, nurses can

easily view and understand the patient and be responsible for giving care based on patients'

needs. Also, it can contribute to more positive patient recovery and improve the physical and

mental quality of the life in a patient with serious illness. According to Noddings (2013), the

ethic of caring can be enacted through a connection built between the “one-caring” and the

“cared-for. As student progress through a nursing program, one’ become more aware of the

complexity of nursing and acquire an understanding of the multidimensional technical and

professional levels of caring. Papathanassiou, Tsaras, and Sarafis (2014), also emphasizes

that clinical learning environment in particular is essential for the acquirement of and

advancement of student’s professional skills, knowledge, decision making and a caring

attribute. In the beginning of students in nursing brings some caring behavior such as

compassion and humanity with her/him on entering nursing. Over the duration of clinical

exposure, they develop and add to their personal caring attributes. Throughout the course the

students are taught and experience ways of actualizing caring behaviors through relationships

within a nursing context. Individual differences in student nurses can also provide additional
dimension to caring. By that, student nurses can easily view and understand the patient and

be responsible for giving care based on patients' needs. Also, it can contribute to more

positive patient recovery and improve the physical and mental quality of the life in a patient

with serious illness. Nurses offer in-kind and heartfelt acts to provide therapeutic nursing care

and to build trust with their patients. A nurse who possesses caring behavior and by actively

engaging in caring can improve her patient’s ability to heal from within. This reflects that

nurses’ caring behavior is always directly proportional to patient satisfaction. Nurses play an

important role to achieve patient’s satisfaction by serving and caring for the patients because

it is the basis when providing care to patients. Nursing caring behavior may automatically

provide quality nursing care to patients. This is also emphasized in Li, Yu, Yang, and Liu

(2016), that caring behavior of nursing student takes into account the essential elements that

encompass the professional knowledge, technical skills and expression of care.

The researchers’ purpose in this qualitative study is to assess and investigate the

caring behavior of the BSN III students in terms of patient’s recovery. It makes use of the

main research question: “What are the caring behavior of a student nurse in relation to

rendering care to a patient under recovery period?”

With this aim, this research study would help nursing students imbibe the importance

of possessing caring behavior in the nursing practice. This could also help the improvement

of rendering care for patient recovery and satisfaction, and how student nurses view caring in

delivering health services to the patient. For them to manage and understand the importance

of learning caring skills that might potentially enhance patient-centered care and increase

patient levels of satisfaction with care.

This study aims the caring behavior of level III student nurses in the University

of Northern Philippines towards patient’s recovery during the first semester of academic year

2020-2021.

Review of Related Literature

This section shows the sources that have been used by the researchers

supporting the need for this study.

According to the 1971 book “On Caring” by American philosopher Milton Mayeroff

(1925-1979) as cited in Gazmen and Jainar (2018), Caring is the antithesis or the opposite of

simply using the other person to satisfy one's own demands. The meaning of caring is not to

be confused with such meanings as wishing well, liking, comforting, and maintaining, or

simply having an interest in what happens to another. Also, it's not an isolated feeling or a

momentary relationship, neither is it simply a matter of eager to look after some person.

Caring, as helping another grow and actualize himself, is a process, a way of correlating to

someone who involves development, in the same way that friendship can only emerge in time

through mutual reliance and a deepening and qualitative transformation of the relationship.

Whatever the important differences are among a parent caring for his child, a teacher caring

for his student, a physician caring for his patient, or a spouse caring for his partner, it’s shows

that they all exhibit a common pattern. But besides caring for people, during this sense,

People may look after many other things also. An individual may care, for instance, for a

“brainchild” (a philosophical or an artistic idea), an idea, or a community. Here too,

regardless of the important differences between caring for an individual, and caring for a

thought, it shows that there's a standard pattern of helping others to grow. It is this general

pattern of caring that people may be able to describe and explore. It would now like to
examine the role of caring in a man's life and the nature of a life that has been integrated

through inclusive caring. Caring features a way of ordering activities and values around itself;

it becomes primary, and other activities and values come to be secondary. When a person

who has been unable to worry or have anybody or nothing to worry about involves look after

another, many matters previously felt to be important fade in significance and people

associated with caring combat new importance. For example, if others work to care as

compare favorably with others which previously seemed very important, become

insignificant. As a caring parent, an individual recognizes the importance of factors in a

community having to do with the welfare and growth of a children which one did not notice

before. As far as an individual can, he must promote and safeguard conditions that make

caring possible, exclude what is in compact· be with caring and its conditions, and

subordinate what is merely irrelevant. Such ordering is not felt as an Imposition from outside

which denies and closes oneself to life; rather, it is unforced and as a natural unfolding,

emerges from within life. It is liberating in that it opens up more fully to life and brings more

in touch with a single identity and others, just as organizing time around what must be find as

genuinely interesting helps to live more significantly. People who value caring by the people,

and to tend to encourage and further it in others. The caring person is drawn toward other

caring people, just as the interesting person (the man genuinely interested in something) is

attracted to other interesting people. Sokola (2017) viewed caring as a developmental process

by which an individual develops sufficient knowledge of another to respond to the needs of

the other in a caring manner. Knowledge of another is gained through sensibility and

comprehension to another's point of view, but contended that one can only understand in

another person what is understood in self. Therefore, self-awareness is essential to grow and

care. To care for another person, in the most significant sense, is to help him grow and

actualize himself. Consider, for example, a parent caring for its child. A parent gains
admiration to the child as existing in his right and as striving to grow and develop. If a caring

is comprehensive enough, they involve genuinely and fruitfully order all areas of life. Caring

then gives a center around which an individual activities and experiences are integrated.

Human caring as the moral ideal of nursing is the central focus of professional

practice. “In the context of nursing practice, a nurse being with patient is the pattern or form

of the nurse’s care.” (Jarrin, 2012). It involves concern and empathy, and a commitment to

the client’s lived experience of human health and the relationship among wellness, illness and

disease. The nurse, as a person, is engaged as an active partner in the human care transactions

with clients across the life span. Human care ang human care transactions seek protect,

enhance and preserve human worth and dignity. Nursing care involves values, a will and a

commitment to care, communication, knowledge, caring actions and consequences. Nursing

care is an epistemic endeavor that defines reflection and action. Caring is contextual, specific

and individual and involves organized, specific practice that is related to caring for and about

others. Caring is nursing’s source of power. According to the Department of Health (2012),

nurse caring as a whole has long been regarded a critical core professional value of

compassion and an ability to respond with humanity and kindness to others’ pain, distress,

anxiety or needs. It is also, the possession of knowledge of assessed needs and related

scientific principles to identify ways in which to give comfort and relieve suffering. Hence,

every professional nurse is expected to have a combination of instrumental and expressive

caring attributes portrayed in self-image, as well as to care receivers. However, such a

dualistic caring concept remains difficult to measure and quantify. Eriksson’s (2018) ethical

caring mantra; “I was there, I saw, I witnessed and I became responsible” (pp. 15) can be

helpful when reflecting on nursing the patient. Nurses who are present in the caring situation

see and observe the person’s suffering and understand that they are responsible for acting in

the person’s best interest. To look in the patient’s face can be a way to meet the patients’
vulnerability and suffering (Sæterstrand & Rudolfsson, 2019). According to Watson (1979)

as cited in Oluma and Abadiga (2020), Caring is a principal and unique concept in nursing

which is described as human acts of doing something with people, to people and as people. It

can be effectively demonstrated and practiced interpersonally that result in the satisfaction of

human needs. It represents an attitude of occupation, concern, responsibility and affective

involvement with the others. Nursing care behavior and nurse’s perception of care behavior is

an act and trait enacted by professional nurses that provide concern, protection and attention

to the patient.

According to Watsons Caring Theory in nursing as cited in Gunawan (2018), The

Theory of Human Caring is comprised of 3 major conceptual elements: clinical

caritas processes, transpersonal caring relationships, caring moment/caring occasion. The

clinical caritas processes emerge from Watson’s own caritas factors that involved

the promotion of faith, trust, love, hope, caring, selflessness, spirituality, energy, andundersta

nding. She uses the Greek word ‘caritas’ to mean something that is very fine and indeed

precious, (invoking) love”. She calls for these clinical caritas processes to be a guide used to

practice this theory. These are: Practice of loving kindness and equanimity within context of

caring consciousness. Being authentically present, and enabling and sustaining the deep

belief system and subjective life world of self and one being cared for. Cultivation of one’s

own spiritual practices and transpersonal self, going beyond ego self and opening to others

with sensitivity and compassion. Developing and sustaining a helping-trusting, authentic

caring relationship. Being present to, and supportive of, the expression of positive and

negative feelings as a connection with deeper spirit of self and the one being cared for.

Creative use of self and all ways of knowing as part of the caring process; to engage in the

artistry of caring-healing practices. Engaging in genuine teaching-learning experience that

attends to unity of being and meaning, attempting to stay within others’ frames of reference.
Creating a healing environment at all levels (physical as well as non-physical), a subtle

environment of energy and consciousness, whereby wholeness, beauty, comfort, dignity, and

peace are potentiated. Assisting with gratification of human needs, with an intentional caring

consciousness, administering “human care essentials,” which potentiate alignment of mind-

body-spirit, wholeness, and unity of being in all aspects of care; tending to both the embodied

spirit and evolving spiritual emergence. Opening and attending to spiritual-mysterious and

existential dimensions of one’s own life-death; soul care for self and the one-being-cared-for.

This guide is supposed to help a nurse toward implementing caring behaviors into their own

nursing practice. It is also emphasized by Caruso, Cisar and Pipe (2008) that applying

Watson’s theory not only allows for nurses to better care for patients as a whole, but is also

allows for nurses to better care for themselves as whole being as well.

According to McMillan (2017), the core of the Theory of Caring is that “humans

cannot be treated as objects and that humans cannot be separated from self, other, nature, and

the larger workforce.” Her theory includes the whole field of nursing; with the emphasis on

the interpersonal process between the care recipient and caregiver. It is focused on “the

centrality of human caring and on the caring-to-caring transpersonal relationship and its

healing potential for both the one who is caring and the one who is being cared for”, Caring

as the essence of nursing is the core professional value recognized by many nursing oriented

professional and regulatory bodies (Nurse and Midwifery Council, 2010; Canadian Nurses

Association, 2008; American Nurses Association, 2011). Caring contains three things that

can’t be separated, namely attention, responsibility, and performed with sincerity Wafika

(2009). Caring behaviors are also an attitude of caring, respect for self and respect for others,

it means to give one's attention and learning preferences and how a person thinks and acts.

Providing care is not that simple, not just an emotional feeling or behavior are being
utilized, because caring behavior is a concern to achieve better care, so that patients were

satisfied with the services provided at an organization of health services such as hospitals.

The caring occasion/caring moment is the space and time where the nurse and patient

come together in a manner for caring to occur. These moments build on the element of

forming a trusting nurse-patient relationship. This time could be established when involving

the patient and family in the plan of care, implementing hourly rounding, patient education

moments, etc. Healing and caring occur in caring moments shared between the patient and

nurse. These moments allow for the nurse and patient to connect on a spiritual level while

creating the potential to change or alter an individual’s life forever (Williams II, McDowell,

& Kautz, 2011). According to Combras (2011), the relationship that nurses develop with

patients during hospital shift in the wards are the most impactful factors that varies caring

behavior and affect satisfaction. Among the caring behaviors assessed, comforting care

behavior had the highest among the nurses, this shows that nurses value comfort when it

comes to caring for their patients. This was supported by Pedrazza, Trifiletti, Berlanda,

Minuzzo, & Motteran, (2015), which stated that comforting takes a huge part in gaining and

improving health status in patients who have experiences a lot.

In order to safeguard the integrity of the patient in today’s increasingly

technologically advanced and complex care, her/his needs as a human being must be

illuminated. To fully view the patient as a unique individual and invite her/him to a caring

relationship, nurses need to be aware of themselves as a human being and their internal

values (ethos). Becoming aware of one’s inner core values requires self‐knowledge, and

awareness of one’s approach to the patient. Tutton (2005) emphasized the importance of

developing a connection between nurse and patient and the significance of understanding the

patient as well as gaining and retaining an emotional connection. If nurses are aware of the

internal values of nursing, it may be easier for them to see and understand the patient as a
human being in her/his context and be responsible for nursing based on patient needs. In this

way, patients can be the person they want and wish to be. Otherwise, there is a risk that as

with Maya’s Veil, the increasingly advanced and complex care will prevent nurses from

seeing the reality of the situation. By being conscious of their internal values, nurses can

create a setting where they are caring and take responsibility for the patient. Openness,

attentiveness to and respect for the patient as a person can create personal meaning for both

nurses and patients in the caring relationship in nursing practice. Nurses can use self‐

reflection to create an awareness of nursing and caring, as well as ethical inner values in

caring. The advantages are that nurses can thus gaining a deeper understanding of caring in

nursing practice.

According to Longtin (2010), when patient was given a humanistic care, they are

more likely to adhere to orders and active participates of care resulting to better outcome.

Furthermore, Quiting (2013) wrote that nurse are the ones who keep patients’ company for

the longest time. The duty of nurse is not only to deal the ill but to warm the chill. Therefore,

humanistic caring matters more for them in the practices of loving, kindness, the instillation

of faith and hope, sensitivity to indicators of disease, improvement of healing environment,

communication. Even though nursing theories lay emphasis on participation and studies have

explored patient participation in different circumstances and situations, there have not been

congruence on the topic of definition, elements, and processes. The lack of clarity is

amplified by the use of quite a few terms: patient/client/consumer/user involvement,

collaboration, partnership, and influence. Nevertheless, when the focus is on the patient

viewpoint, the idea of patient participation is commonly used. A nurse needs to use plans

including building close co-operation and rapport with the patient, getting to know the

patient, and reinforcing self-care capacity. It was found that a nurse can lack theoretical or

practical knowledge required as well as an insight that patient involvement needs deliberate
and planned interaction between nurse and patient together through adjusted actions within

every encounter (Sahlsten, 2009).

As explained by Larsson (2011), patients’ active participation in their own care is

known to increase motivation and adherence to prescriptions, give better management results,

create countless satisfaction with received care, and reduce stress and anxiety”. The

participation of the patient is a significant basis for nursing care and medical treatment and it

is also a legal right in various Western countries. Studies have established that the patients

consider participation to be both clear and important, but some of the findings shows the

opposite and patients may desire a passive recipient role. The knowledge that may influence

the patients’ participation is thus of great importance when it comes to meeting their

expectations and demands. Patient participation has been explored in different situations, one

of the examples is discharge planning and bedside reporting in emergency care and was

mostly focused on decision-making in treatment/care. It was recently presented the obstacles

for the involvement of a patient perception: facing own inability, meeting lack of empathy,

meeting a paternalistic attitude, and sensing structural barriers. Wellard (2003) stresses that

some reasons restricting participation were identified by limited communication among the

nurses and patients, task-oriented nursing labor, and environmental constraints limiting

patients’ privacy.

Clearly, nursing’s body of knowledge points to caring as its essence of focus. Caring

behaviors originated from a strong interest in something or someone that contributes to the

good, worth, dignity or comfort of others. Those descriptive studies presented on nurses’

caring behavior provides a starting point for further research in the effects of caring behaviors

on patient’s recovery and outcome.

Methodology
 This section presents a discussion of the research design, population, data

gathering instrument, and statistical treatment of data.

Research Design

This study is a qualitative research where in the researchers will be using formulated

questions as a guide to gather the relevant data needed for the study. The collected data will

be analyzed by content analysis method.

Participants

The participants of the study will be the Level III nursing students of College of

Nursing in the University of Northern Philippines who are already exposed in their clinical

duties at various hospital in Ilocos Sur. 18 participants will be chosen through purposive

sampling to gather relevant and in-depth data. Exclusion criteria for the participants will be

the members of the group researchers and students unexposed or once exposed at OB/Pedia ward.

Students that will participate must have at least 2 ward exposures at OB/pedia areas.

Data Gathering Instrument

The data gathering instrument will be the formulated guide questions made by the

researcher it will be coupled with observation and interview via phone call/ video call

through FB messenger to gather needed data and to improve the depth of understanding of

the context of caring behavior of the BSN III students and to verify the data gathered through

interview. The interview will be recorded by using a messenger call or a telephone call. After

recording, the content interviews will be transcribed in exactly the same words for analysis.
Specifically, it answered the following questions: What are the caring behaviors of student

nurses that affect patient’s recovery? How effective are these caring behavior of student

nurses to the fast recovery of patient? And What are the problems encountered by the student

nurses as they perform these behaviors to their patient?

Data Gathering Procedure

Prior to the conduct of the study, the researcher will forward a research proposal to

the Ethics Review and Committee of the University of the Philippines be reviewed, to ensure

that prospective participants will be free from harm. After it has been reviewed and approved,

the researcher will secure an informed consent that is patterned to the template of the World

Health Organization. Included in the consent form is a statement that participants may

withdraw at any time, ask questions, and refuse to answer questions. The consent states that

the participation of the participants will be voluntary and they can withdraw anytime.

Prospective participants will be given adequate information on both the possible risks and the

potential benefits of their involvement to allow them to make informed decisions about

whether or not to participate in the research. Participants interview will last until data

saturation. The participants’ rights, as depicted in the consent, will be reiterated at the

beginning of each interview.

Ethical Consideration

The consideration of ethics in research, and in general business for that matter, is of

growing importance. It is, therefore, critical that the researcher understand the basics of

ethical research and how this might affect their research project. This is especially important

if the research involves interaction with businesses or members of the general community

who serve as participants (i.e., respondents) in the research. There are a range of interactions
in the research that might occur, including in-depth interviews, focus groups, surveys, or even

observing people’s behavior. Though all researchers (student, professional, or academic) are

well intentioned, there is the possibility that interaction with participants may inadvertently

harm them in some unintended way. This could include

● Psychological harm—for example, researching the use of nudity in advertising

may show participants images that offend them.

● Financial harm—researching unethical behavior within a given firm may

provide management with information on individual employees that results in an individual

getting fired, or undertaking industry-based research may inadvertently share sensitive

information with a firm’s competitors, resulting in financial harm to the organization.

● Social harm—researching how lifestyle affects consumption may

unintentionally disclose a person’s sexual orientation when that person wanted to keep this

confidential.

Informed consent

Informed consent means that the person participating in the evaluation is fully

informed about the evaluation being conducted. Participants need to be made aware of the

purpose of the project, who or what group is funding it, how the findings will be used, if there

are any potential adverse impacts of their participation and who will have access to the

findings. The main purpose of informed consent is that the participant is able to make an

informed decision as to whether they will participate in the evaluation or not. Additional

information should also be provided in the event that the participant becomes distressed in

any way during their participation.

Voluntary participation
 Voluntary participation means that people participate in the evaluation free from

coercion. The researcher explained the importance and made the participants aware about

their participation in the study. The participants on this study are free to withdraw their

participation at any time without negatively impacting on their involvement in the current

study and without any unfavorable consequences and they are not harmed as a result of their

participation. It is the right of participants to leave in the study at any time, therefore no

pressure should be placed on those who choose not to continue.

Do no harm

Harm can be both physical and/or psychological and therefore can be in the form of

stress, pain, anxiety, diminishing self-esteem, or an invasion of privacy. It is imperative that

the evaluation process does not in any way harm (unintended or otherwise) participants.

Confidentiality

Confidentiality means that any identifying information is not made available to, or

accessed by anyone but the program coordinator. Confidentiality also ensures such

identifying information is excluded from any reports or published documents. Given that

there are often small numbers in peer-based programs, it is very important to consider how

reports are worded to ensure that there is no opportunity for people to be identified even

though names are not used. The researchers removed any identifying information after

analyzing the data and all study results were reported without identifying information so that

no one viewing the results was able to match anyone with the responses. Data from this study

was saved on a password-protected computer and in a secured file folder for one year. Only

principal investigator and study staff will have access to the information

Anonymity
 Anonymity is a stricter form of privacy than confidentiality, as the identity of the

participants remains unknown to the research team. This is more difficult to achieve than

confidentiality as participants in the context of social research are usually known to the

program coordinator. To maintain the anonymity of the participants, the researcher ensured

data by assigning code names for participants to keep their identities confidential. Foremost,

their records secure through the use of protected files and keeping survey form in a locked

file. Any of the information will be removed after analyzing and interpreting the data so that

no one views any of the results and information gathered.

Establishing Trustworthiness

According to LaBanca (2010), a researcher’s definition of trustworthiness might be

the demonstration that the evidence for the results reported is sound and when the argument

made based on the results is strong. The trustworthiness of a qualitative study can be

increased by maintaining high credibility and objectivity. These criteria include credibility,

dependability, confirmability, and transferability. Credibility criteria involve establishing that

the results of qualitative research are credible or believable from the perspective of the

participant in the research. Since from this perspective, the purpose of qualitative research is

to describe or understand the phenomena of interest from the participant’s eyes, the

participants are the only ones who can legitimately judge the credibility of the results

Trochim (2006). The participants will be given a copy of the transcript file to check if they

agree or disagree with what was being written.

The idea of dependability emphasizes the need for the researcher to account for the

ever-changing context within which research occurs. The research is responsible for

describing the changes that occur in the setting and how these changes affected the way the

research approached the study (Trochim, 2006). In this study, the researcher’s adviser, critic,
and a panel of examiners will serve as the auditors to examine whether or not the findings,

interpretations, and conclusions are supported by the data. Qualitative research tends to

assume that each researcher brings a unique perspective to the study. Confirmability refers to

the degree to which the results could be confirmed or corroborated by others. There are

several strategies for enhancing confirmability. The researcher can document the procedures

for checking and rechecking the data throughout the study Trochim (2006). The researcher

will return to some participants for verification of the findings to ensure that confirmability

was addressed. Transferability refers to the degree to which the results of qualitative research

can be generalized or transferred to other contexts or settings. From a qualitative perspective,

transferability is primarily the responsibility of the one doing the generalizing. The

qualitative researcher can enhance transferability by doing a thorough job of describing the

research context and the assumptions that were central to the research. The person who

wishes to the results to a different context is then responsible for making the judgment of how

sensible the transfer is Trochim (2006).

Risks

The researchers ensured that there are no risks for the participants in their

participation in the study. Any identifiable information is maintained confidential. The

researchers guaranteed that participants have their rights to be protected against any illegal

invasions for the preservation of their dignity by only collecting personal information that is

essential to the research activity. Collected personal data are securely stored so that only the

researcher may access it and never be released without the express consent of the subject.

Benefits
 The research study benefited the health care provider in dealing with their patient and

for them to know the level of caring behavior applied during giving care. The research study

helps to improves services in developing an additional nursing intervention for the patient’s

fast recovery and to gain a richer understanding of how to improve their performance to

maintain the quality of health services related to nurse caring behavior.

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