<p>Abstract</p><p>The aim with the study was to describe and to compare nurse students' views about important</p><p>caring behaviors in order to give good caring. An empirical comparative study was</p><p>implemented on a college in the middle of Sweden. Nurse students in the beginning and at the</p><p>end of their education sorted and prioritized 50 caring behaviors (CARE-Q). The result showed</p><p>that the students' description of important caring behaviors has many similarities. However, the</p><p>result also showed that there were significant differences between the student-groups where the</p><p>students at the beginning of their education rated several caring behavior as significant more</p><p>important than the students in the end of their education. The findings showed that there were</p><p>significant differences in 7 caring behaviors. “Gets to know the patient as an individual</p><p>person”, “Volunteers to do “little” things for the patient, e.g., brings a cup of coffee, a paper</p><p>etc.”, “Offers reasonable alternatives to the patient, such as choice of appointment times, bath</p><p>times etc.”, “Is cheerful”, “Introduces herself/himself and tells the patient what he/she does”,</p><p>“Touches the patient when he/she needs comfort”, “Knows when to call the doctor”. The result</p><p>showed on that there was not any significant difference between the study-groups in CARE-Q</p><p>different dimensions. Conclusion; In those cases where differences were found between the</p><p>student groups these most often concerned caring behavior of human nature, i e. the more</p><p>fundamental in the nurse trade's area of responsibility and that students at beginning of their</p><p>education assessed these as more important in order to provide good care.</p><p>Keywords: Nursing student, Caring behavior, Perceptions, CARE-Q.</p>

Abstract The aim with the study was to describe and to compare nurse students' views about important caring behaviors in order to give good caring. An empirical comparative study was implemented on a college in the middle of Sweden. Nurse students in the beginning and at the end of their education sorted and prioritized 50 caring behaviors (CARE-Q). The result showed that the students' description of important caring behaviors has many similarities. However, the result also showed that there were significant differences between the student-groups where the students at the beginning of their education rated several caring behavior as significant more important than the students in the end of their education. The findings showed that there were significant differences in 7 caring behaviors. “Gets to know the patient as an individual person”, “Volunteers to do “little” things for the patient, e.g., brings a cup of coffee, a paper etc.”, “Offers reasonable alternatives to the patient, such as choice of appointment times, bath times etc.”, “Is cheerful”, “Introduces herself/himself and tells the patient what he/she does”, “Touches the patient when he/she needs comfort”, “Knows when to call the doctor”. The result showed on that there was not any significant difference between the study-groups in CARE-Q different dimensions. Conclusion; In those cases where differences were found between the student groups these most often concerned caring behavior of human nature, i e. the more fundamental in the nurse trade's area of responsibility and that students at beginning of their education assessed these as more important in order to provide good care. Keywords: Nursing student, Caring behavior, Perceptions, CARE-Q.