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When a naïve observer meets with a familiar conspecific in pain, mice may have a myriad of social (sniffing, allolicking, allogrooming, huddling) and non-social (self-grooming) behaviors under dyadic social interaction (DSI) paradigm. Unlike male, female observers express more allolicking behavior toward injury site of a familiar female in pain, but with less body allogrooming. In current study, we investigated roles of natural estrus cycle phases and ovarian estrogen in these behaviors and results showed that: (1) there was no changes in above behaviors in terms of latency, time and bouts across different natural estrus cycle phases in intact female. (2) however, ovariectomy (OVX) changed estrus cycle phases, lowered circulating level of ovarian estrogen, reduced time and bouts of allolicking behavior and increased time of self-grooming without affecting other behaviors. Moreover, OVX in observers decreased social buffering effect of DSI on spontaneous pain-related behavior in demonstrator relative to naïve and sham controls. (3) treatment of OVX-female with β-estradiol (E 2) or progesterone (PROG) as replacement therapies, only E 2 reversed impairment of allolicking behavior. (4) Additionally, socially transferred pain could be identified in intact female across all estrus cycle phases post-DSI, but disappeared in OVX-female, which could be reversed completely by E 2 but not by PROG. (5) Finally, serum levels of estrogen, PROG, oxytocin, arginine vasopressin (AVP), prolactin, norepinephrine and 5-HT were examined by ELISA after E 2 , results showed only AVP level was significantly increased. These results suggest both injury site-targeted caring behavior and socially transferred pain are selectively dependent on ovarian estrogen. This article is part of the Special Issue on "Empathic Pain". • Female mice exhibit distinct social behaviors, including allolicking at the injury site, influenced by ovarian estrogen. • Ovariectomy reduces allolicking behavior and increases self-grooming, disrupting social buffering effects during DSI. • E 2 replacement therapy, but not progesterone, restores allolicking behavior and socially transferred pain in OVX-females. • Serum arginine vasopressin levels increase after E 2 treatment, suggesting its role in modulating caring behavior and empathy. • The study underscores the importance of ovarian estrogen in regulating prosocial behaviors and empathy in female mice. [ABSTRACT FROM AUTHOR]

Compassion and empathy form the bedrock of nursing, essential for sincere and integral healthcare practice. This study delves into the multifaceted dimensions of caring in nursing, exploring its physical and emotional aspects. Nursing instructors are pivotal in infusing active learning strategies that cultivate caring behaviors among students, preparing them for healthcare's technical and compassionate aspects. Positive interactions between instructors and students impact students' academic performance and personal development by creating a supportive and nurturing learning environment, fostering openness to constructive feedback, building students' self-esteem and confidence, and helping them manage academic stresses and anxieties. The study explored Kazakh nursing students' experiences regarding their instructors' caring behavior. Exploratory qualitative research using a thematic approach. A university situated in Astana, Kazakhstan. Eleven (11) Kazakh nursing students. This study utilized purposive sampling to collect data from Kazakh nursing students from January to March 2024. The researcher adhered to ethical guidelines and ensured the rigor and trustworthiness of the study. The data were analyzed using the thematic approach. One hundred fifty-nine initial codes were identified, and after the codes were grouped and categorized, ten subthemes and four major themes were developed. The four major themes are Caring Creates a Supportive and Inclusive Environment for Learning, Caring Qualities of an Instructor, Caring is Cultural in Nature, and Negative Consequences of an Instructor's Over-Caring. According to nursing students' experience, instructors' caring behavior is crucial in maintaining the student-teacher relationship and motivating and collaborating. On the other hand, overly caring may lead to irresponsibility, impaired personal development, and disrespect from students toward instructors. [ABSTRACT FROM AUTHOR]

Caring as a term in nursing, represents all factors used by nurses to provide health services to patients. The aim of this study was to compare the differences of caring behaviors as perceived by nurses, patients and nursing students and to explore the relationship between sociodemographic variables and the perception of caring. This was a descriptive comparative research study. Data were collected from August to September 2015 in Indonesia by using Caring Behavior Inventory-42 composed of five domains: respect, assurance, connectedness, knowledge and skills, and attentiveness. A total of 158 respondents were sought for three study groups and each group had 53 respondents. Results indicated that nurses, patients and nursing students have the same perception regarding caring behaviors. Patients' age was positively correlated with respect (r = 0.282, p < 0.05) and connectedness (r = 0.307, p < 0.05) domains. Male students had a higher mean score than female students in assurance (t = 2.230, p < 0.05), knowledge and skills (t = 3.885, p < 0.001), and attentiveness (t = 3.267, p < 0.01), Students with 8-week clinical experiences scored higher in the caring behavior domain of connectedness (t = 3.504, p < 0.05) than students with 4-week experiences. This study can be used as an additional resource to enhance knowledge about caring behavior and for application in the fields of nursing practice and nursing education. [ABSTRACT FROM AUTHOR]

The study examined the differences in nursing student empathy, caring behavior and competence between the experimental and control groups before and after educational intervention and to predict the factors affecting their core competencies. Educating nursing students in empathy and caring behaviors before entering clinical practice is challenging. We used a two-group pretest and post-test quasi-experimental design. First-year nursing students from medical schools in Taiwan participated in our study. Data were collected between March and May 2022. The learning method used with the intervention group was role-playing with videos and guided reflection. The control group was exposed to traditional curriculum. Empathy, caring behavior and competence were measured using the Jefferson Scale of Empathy- Healthcare Providers, the Caring Behaviors Scale and the Nursing Student Competence Scale. A total of 72 participants (40 in the experimental group and 32 in the control group) were included in the final statistical analysis. The response rate was 92%. Statistically significant differences in nursing student empathy, caring behavior and competence were observed between the experimental and control groups (p <.05). The η2 effect levels were 0.083, 0.223 and 0.270. Higher caring behavior scores were significantly associated with higher nursing student competence scores (β = 0.81, 95% CI:0.66–0.97). Education based on video role-play and guided reflection improved empathy, caring behavior and nursing competence in first-year nursing students. [ABSTRACT FROM AUTHOR]

Background Caring is the core and essence of the nursing profession. Nurse educators, are in a key position to role model for perspective nurses the role of caring while including caring as a vital component in a nursing curriculum. Objectives This paper is a report on students' perceptions of instructors' caring behavior in four countries: India, Greece, Nigeria, and the Philippines. Methods This study utilized a quantitative, cross-sectional, comparative approach. A total of 450 nursing students participated with an almost equal nursing student frequency distribution. The main instrument used in this study was the Nursing Students' Perceptions of Instructor Caring (NSPIC). The study was conducted during the months of September 2013 to January 2014. Descriptive statistics, correlations analysis, linear regression model and one-way analysis of variance (ANOVA) were used to analyze the data collected. Findings The highest rated subscale in the NSPIC was “instills confidence through caring” (M = 4.268, SD = 0.964), while the lowest ranked subscale was for the subscale “Control versus flexibility” (M = 3.609, SD = 1.076). No significant correlations were found between the NSPIC scale and gender (F = 0.060, p = 0.807), age (F = 3.220, p = 0.073), educational level (F = 0.100, p = 0.752) and family status of students (F = 1.417, p = 0.235), except the country of origin (F = 3.703, p = 0.012, η 2 = 0.024). Conclusion With this study as an initial investigation into ascertaining nursing instructors caring focused on a cross-country approach, nurse educators can utilize this information to better portray their role as a nurse educator when being perceived by their nursing students. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this research is to study the impact of individual factors such as emotional intelligence (EI) and spiritual intelligence (SI) on the caring behavior of nurses. Methods: A cross-sectional survey using questionnaire was conducted by sampling 550 nurses working in seven major public hospitals in Malaysia. Data were analyzed using structural equation modeling (SEM). Results: The main findings are: (1) critical existential thinking and transcendental awareness dimensions of SI have significant impacts on assurance of human presence dimension of caring behavior: (2) personal meaning production and conscious state expansion dimensions of SI have significant impacts on perception of emotion and managing own emotions dimensions of El; and (3) managing own emotions dimension of EI has significant impacts on respectful deference to other and assurance of human presence dimensions of caring behavior of nurses. [ABSTRACT FROM AUTHOR]

The purpose of this study was to explore the relationship between caring behavior and the disposition toward critical thinking of nursing students in clinical practice. A structural equation model was used to test the hypothesized relationship between caring behavior and critical thinking skills. Caring is the core of nursing practice, and the disposition toward critical thinking is needed for competent nursing care. In a fast-paced and complex environment, however, "caring" may be lost. Because nursing students will become professional nurses, it is essential to explore their caring behaviors and critical thinking skills and to understand how to improve their critical thinking skills based on their caring behavior. A cross-sectional study was used, with convenience sampling of students who were participating in associate degree nursing programs at 3 colleges of nursing. The following instruments were used: critical thinking disposition inventory Chinese version and caring behaviors scale. The study found that individuals with a higher frequency of caring behaviors had a higher score on critical thinking about nursing practice (β = .44, t = 5.14, P < .001). Specifically, caring behaviors accounted for 19.4% of the variance in students' critical thinking. The findings of this study revealed the importance of caring behavior and its relationship with the disposition toward critical thinking. Thus, it is recommended that nursing education should emphasize a curriculum related to caring behavior to improve the disposition toward critical thinking of nursing students. [ABSTRACT FROM AUTHOR]

Abstract: This study aims to explore and describe nurses’ perceptions of their caring behaviors and related factors in several Tehran burn units. Grounded theory was used as the method of analysis. Thirty-eight participants were recruited. Data was generated by unstructured interviews and participant observations, and analyzed by constant comparison. Results revealed that responses to burnout and the type of caring behavior exhibited were affected most markedly by the personal characteristics of nurses and patients and the interaction between these two factors. Long-standing and intense organizational pressures in the burn units of Tehran, in addition to the sensitivity of nurses’ characteristics to these pressures, suggest that attributing more importance to the social, political and ethical aspects of caring may aid in executing stress reduction programs and improving nurses’ morale. [Copyright &y& Elsevier]

Abstract: The purpose of this study was to develop a culturally sensitive instrument to measure caring behaviors in nursing students in Taiwan from the patient perspective. The study, involving expert assessment of content validity and face validity, a first test (), and a second test () in medical-surgical patients, and the generation of descriptive statistics, resulted in a 28-item questionnaire, the caring behavior measurement (CBM). The findings suggest the CBM is a valid and reliable assessment tool of caring behaviors in students and practicing professional nurses, as well as offering a descriptive answer to “what is caring in nursing in Taiwan”. [Copyright &y& Elsevier]

Professional skill development and socialization require appropriate guidance and learning. We aimed to examine the effect of self-appraisal of the clinical simulation care task (CSCT-SA) action program on the self-learning effectiveness, self-reflection and insight, caring behavior, nursing competence, and professional socialization of novice nursing students. This study has a single-group longitudinal research design. Five measurement variables, including students' self-learning effectiveness, self-reflection and insight, caring behavior, nursing competence, and professional socialization, were assessed at the baseline, middle, and termination points of the study. The generalized estimating equation and a latent growth curve model were used to examine research hypotheses. A total of 92 students (22 male and 70 female students) completed three point surveys. Students' learning effectiveness, self-reflection and insight, caring behavior, nursing competence, and professional socialization presented a positive growth trajectory throughout the CSCT-SA action program series. In addition, latent growth curve analyses indicated that the levels of nursing competence and professional socialization, as well as the changes in these variables, were positively associated with each other. Findings support the key role played by nursing competence in enhancing students' professional socialization, which suggests that such competence should be improved to promote professional socialization. • Nursing students require guidance to develop professional and socialization skills. • The CSCT-SA action program can effectively improve the learning ability of nursing students. • Nursing competence is an important covariate of professional socialization trajectories. [ABSTRACT FROM AUTHOR]