Author: Yung, Yin-yuk
Title: The image of intensive care nurses
Degree: M.Sc.
Year: 2003
Subject: Hong Kong Polytechnic University -- Dissertations
Intensive care nursing -- China -- Hong Kong
Nurses -- China -- Hong Kong
Department: School of Nursing
Pages: vii, 119 leaves ; 30 cm
Language: English
Abstract: This study was designed to explore patient's images of nurses during their stay in the intensive care unit in Hong Kong. A phenomenological approach using unstructured interviews was employed and six ICU patients were recruited for the study. Thematic data analysis was used. In the interviews the participants had revealed their experiences on the quality of nursing care they received in the ICU. The data indicated that ICU nurses were perceived as the carers, the health educators and the doctors' working partners. Comparing these findings with nurses working in the general ward, the ICU nurses were thought to be more professional and knowledgeable. However, there seem to be more and greater expectations on the ICU nurses, On the whole, ICU nurses were being perceived positively by the patients, in the study, with many commendable characteristics, except in the area of autonomy and decision-making. While caring seems to be a central aspect for nursing with the participants, they continue to think that the doctors have more contributions to their physical recoveries. The curing and the caring aspects remain in a hierarchical order with caring in a distant second. Patient perception may hinder the continuous pursuit of the professional image of ICU nurses despite their expansive roles and responsibilities. However, ICU nurses with this expected role change may need to be clear with who they are in order for them to develop themselves professionally, and to receive the professional recognition of autonomy from patients. An understanding of the patients' perception of the ICU nurses may allow them to reflect on their roles and identities within the health care changes.
Rights: All rights reserved
Access: restricted access

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