Interpersonal constructs in student nurses among peers and patients during clinical practices: Evidence from the doll location test

Abstract

Interpersonal constructs of student nurses during the clinical practice training course in hospital were investigated using the Doll Location Test (Hatta, 1977). In Study 1, student nurses represented their interpersonal constructs, and the dyadic distances from the self to peers and to patients were examined. The hypothesis that student nurses developed cohesive feelings to sick persons during the period of clinical practice was supported. That is, the dyadic distance between the self and peers showed little difference between before and after the learning of clinical practice; however, the represented dyadic distance between the self and patients decreased during the learning of clinical practice. In Study 2, measurement changes in interpersonal distance from the first to the fourth week in each session between the good and the poor performance groups were compared. The hypothesis that good performers came to have greater cohesive feelings to patients compared with poor performers in clinical practice was supported and this change was consistent with the traditional evaluations of supervisors. Based upon these findings, evaluation methods in clinical practice and availability of the Doll Location Test were discussed.