The Relationship Between Nurse Caring and Nurse Compassion Satisfaction

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Nursing
Student’s Name
Student’s Number
University
Module Code
Module Name
Date

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Question one
a) Comparison: Role of clinical placement, nursing education and patient outcomes
(Donnelly and Wiechula, 2013).
b) Hypothesis testing: the relationship among motivational factors: the nursing work
environment and nurse caring i.e.
Hypothesis 1: Compassion satisfaction is positively correlated with nurse caring.
Hypothesis 2: Nurse Job satisfaction is positively correlated with nurse caring.
(Burtson and Stichler, 2010).
c) Trend identification: the use of social networking analysis to explore research topics and
trends in nursing associated with communication in intensive care units (Son et al., 2018).
d) Own knowledge extension. Exploring the perception of pharmacists regarding their
professional role
e) Strengthen the quality of own practice. Peer review by other experts is an example on
how one can strengthen the quality of one’s own research.
Question two
i. Government sources (.gov) such as Australian Bureau of Statistics
ii. Educational websites (.edu)
iii. Journals e.g. JSTOR, Oxford Academic
Question three
i. Stetler Model

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ii. Owa Model
iii. Rossworm And Larrabee Model
(Satterfield et al., 2009)
Question four
i. Face validity – this is used to measure the extent to which a method of measurement
appears “on its face” to ascertain the construct of interest. Under face validity, the
measurement is accepted by those responsible as being generally reasonable.
ii. Content validity – this is the degree to which the questions on a research tool and their
tallies represent all questions that could be put forth regarding the skill or content (Zohrabi,
2013). High content validity can be achieved with the increase in the items of scale that
represent the concept of the domain that is being measured.
iii. Predictive validity – this approach is important in foreseeing some type of behaviour. It
shows the ability of the tool of measurement to distinguish among people with regard to the
future criterion. Greater predictive validity is achieved when there is a higher correlation
between the predictor and the criterion (Drost, 2011).
Question five
i. The researcher should be aware of his or her own cultural background, attitudes, biases
and values that are likely to affect one’s ability to help clients from different cultural
populations.
ii. Aid clients to become cognizant of their own cultural norms and values, and foster
means through which the clients can apply this to their individual lives and to the community
at large.

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iii. Exercise respect towards the spiritual and/or cultural values and beliefs of the clients
(Gjersing, Caplehorn, and Clausen, 2010)
Question six
i. Informed consent. This is a major ethical issue that implies that an individual consciously,
willingly and intelligently, and the most appropriate way to give his consent. Informed
consent ensures that a respondent’s right to autonomy is secured. This should include an
introduction to the research and its aim in addition to a description of the study procedures
and any physical harm or invasion of privacy.
ii. Confidentiality and anonymity. Anonymity is secured when the identity of the subjects
cannot be associated with individual responses. Confidentiality is the management of private
information by the researcher so as to safeguard the identity of the researcher. Researches
which are likely to have social and psychological implications and breach of the
confidentiality of the participants requires that the participants be notified of their rights.
iii. Respect for privacy. This is the freedom one has to decide on the time, degree, and
overall situations in which private information will be shared or withdrawn from others.
(Roth-Cline et al., 2011).
Question seven
a) Comparing and contrasting. I will clearly articulate the differences and the similarities
between each of the items of comparisons using phrases of comparison
b) Challenging. This can be done by first stating the findings and then challenging them
using previous outcomes in other studies that were more accurate than the current research.

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Additionally, this can be done by citing the weaknesses of the current research against the
strengths of the previous research with different findings.
c) Reflecting. This involves giving individual opinions based on the outcomes of research.
This entails an assessment of an individual’s style of the strengths and weaknesses associated
with the learning and any application in future research.
d) Distinguishing relevant from irrelevant. This can be done by first citing the information
gathered during research and linking it with the research objectives. If the findings answer or
are linked to the aim of the research, then they are relevant but if not then they can be judged
as irrelevant.
e) Drawing interdisciplinary connections. This is aimed at disclosing the link, bond or the
association between ideas and objects in order to generate meaning. This can be achieved by
ascertaining the association between items, what distinguishes the items, and the connection
between the evidence.
(Creswell and Clark, 2017).
Question eight
a) Assessing the strength of information: this involves assessing the body of evidence,
consistency and relevance to the context. The research questions should be examined whether
they are aimed at isolating cause and effect and whether they are answered using quality
experimental and quasi-experimental research designs.
b) Assessing the relevance of information: the objective is to determine whether the
information helps in findings answers to the research question. The information is examined
based on the format, content, and whether it is up to date.

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c) Assessing the reliability of information: this entails the surety that the information is
correct, its credibility and objectivity. This involves the consideration of its origin and
quality. In other words, is the author authority in the field or recognized in the subject area
and any affiliation. Is the quality of the publications peer reviewed?
d) Assessing the currency of information: this refers to the most recent developments. In
order to ascertain the currency of information, one should ascertain whether it still a
reflection of the current situation. Articles published over a decade are not likely to reflect
any currency on the subject matter under investigation.
(Zohrabi, 2013)
Question nine
a) Assessing the feasibility of information: this can be done by considering a variety of
criteria such as the inclusion/exclusion criteria, clinical relevance, number of participants etc.
The information should be of interest or help to the clinical community and compatible with
the existing guidelines.
b) Assessing the benefits of information: this is determined by assessing whether the
information gathered answers the research question or is it of help to the population under
study.
c) Assessing the risks associated with information: risk of information is assessed by
ascertaining whether the magnitude or probability of the anticipated harm or discomfort in
the research is greater or not when compared to the daily experiences in life.
(Walker et al., 2013).
Question ten