Personal and professional values held by baccalaureate nursing students

Assessing the relationship between ethical reasoning confidence and self-esteem among female nursing students for enhancing the quality of work life: A cross-sectional study

To investigate the relationship between ethical reasoning confidence and self-esteem among female nursing students for enhancing the quality of work life. A necessary component of professional competence and a prerequisite for high-quality care is ethical reasoning confidence competence. As well as, self-esteem is the subjective perception of one's own worth and significance. This was a descriptive correlational cross-sectional study design. Data was collected within a month starting from December 2022 to January 2023, and 164 nursing students were recruited from one College at a governmental university in Riyadh. Respondents completed the self-administered, online questionnaires. Measures included self-esteem, and ethical reasoning confidence questionnaires. Findings investigated via descriptive and inferential statistics as well as structured equation modeling to examine the mediating effect of self-esteem on behaviors and attitudes of the nursing students toward ethical reasoning confidence. Nursing students had a moderate perception regarding their self-esteem as well as their ethical reasoning confidence (Mean = 2.99, SD ± 0.58; and Mean = 3.57, SD ± 0.55, respectively). Data revealed that self-esteem was accounted for the prediction of 54% of positive variance of nursing students' behaviors toward ethical reasoning confidence and 78% of the variance of their attitudes toward ethical reasoning confidence. Self-esteem is a significant determinant of nursing students' behaviors and attitudes toward their ethical reasoning confidence. Further research is required to ascertain whether this approach enhances nursing students' moral decision-making, moral reasoning, practical considerations, and acquaintance with ethical concerns.

Professional values education for undergraduate nursing students: developing a framework based on the professional values growth theory

BACKGROUND

Education has been recognised as necessary in forming and internalising professional values. The system and instructors' content in existing educational institutions focus on developing students' knowledge, skills and practices. Still, the development of values has yet to achieve significant effects, leading to a crisis in students' professional identity.

AIMS

To construct a professional values growth theory for undergraduate nursing students and develop a corresponding education framework.

METHODS

Through the review, some databases(PubMed、CINAHL、Web of Science、Wiley and Google Scholars)were searched using a systematic search strategy to collect relevant literature on professional values education. Based on the nursing professional values growth theory (Li and Li, Nursing Ethics In press, 2022), a theory of professional values growth of nursing undergraduates was developed using the method of theory derivation. Two rounds of expert meetings were conducted to review and revise an education framework of professional values of nursing undergraduates derived from that theory.

FINDINGS

A total of 10 studies were included. The contents of two themes were analysed: theories and models and the current status of the professional values development of nursing students. The resulting professional values growth theory for undergraduate nursing students consists of five parts: key aspects, decisive opportunities, drivers, embodiment (humanistic sentiments, moral emotions), and outcomes. A total of five experts in the relevant fields were invited to this study. After two rounds of expert meetings, an education framework for undergraduate nursing students was finally developed, which consists of four parts: education objectives, education process and content, environment and conditions, and evaluation.

CONCLUSION

The education framework developed in this study has practical implications for the development of professional values of undergraduate nursing students, providing educational strategies and methods for the growth and internalisation of professional values of undergraduate nursing students.

Reflections of nursing students on the care of the person's dignity at the end of life: A qualitative study

BACKGROUND

The education of nursing students not only implies transmitting knowledge and clinical skills, but also values, attitudes, and behaviours. In healthcare, it is considered essential to respect and preserve the dignity of people. This is even more important in palliative care, where the fragility of people makes them potentially vulnerable. There is limited knowledge regarding the conceptualization and experience of nursing students and human dignity in palliative care.

AIM

To describe how 5th-year nursing students conceptualise and experience human dignity, while caring for people with terminal illness.

DESIGN

Qualitative descriptive design, with thematic content analysis as per Graneheim and Lundman.

SETTING

A palliative care centre for people on low incomes with terminal illnesses which no longer respond to curative treatments.

PARTICIPANTS

A total of 11 fifth-year nursing students who completed their professional practice in a palliative care unit.

METHODS

Data collection was conducted through guided online reflections via reflective journaling between April and November 2020. The study protocol was reviewed and approved by the Scientific Ethical Committee within the educational institution (CEC2021065).

RESULTS

Four thematic categories were identified (1) Concept of dignity; (2) Dignity: an essential element in the relationship with others, (3) Instances when the dignity of the person is not considered; (4) The value of reflection on dignity in clinical practice.

CONCLUSION

Dignity is one of the main values recognized in the person. Dignity should be promoted in the education of future nursing professionals, particularly with people who are in the final stage of life, where fragility and vulnerability it is more palpable.

Light Personality Style and Moral Injury Among Chinese Health Professionals

Moral injury has attracted attention widely in various occupations, particularly health professionals. Personality traits involve the professional values in clinical decision-making associated with mental outcomes. The current study examines the relationship between "light personality" style and moral injury. Scores on three subscales of the Light Triad Scale were negatively correlated with the Moral Injury Symptoms Scale-Health Professional. Health professionals more likely to have light personality styles may be less likely to suffer from moral injury under high-stake situations. The findings provide evidence to better understand the inner core of the moral injury, suggesting a potential pathway to improve the moral well-being of health professionals by strengthening key elements of light personality.

Effect of moral sensitivity on professional values of undergraduate nursing students: Mediating effect of empathic tendency

BACKGROUND

The development of professional values in nursing students is an important issue for the nursing profession. However, the research on nursing students' professional values and its related factors is very limited.

PURPOSE

This cross-sectional and correlational study aimed to examine the mediating effect of empathy between moral sensitivity and professional values.

METHODS

This study was conducted with 328 second, third and fourth-year students. The participants completed an online survey consisting of the student information form, Modified Moral Sensitivity Questionnaire for Student Nurses, Empathic Tendency Scale and Nursing Professional Values Scale.

RESULTS

The results showed that moral sensitivity affected undergraduate nursing students' professional values not only directly but also indirectly through empathic tendency.

CONCLUSIONS

The results of the study show that moral sensitivity and empathic tendency support the acquisition of professional values in undergraduate nursing students. Nurse educators needs to realize that can be improved professional values by integrating moral sensitivity and empathic tendency in their curriculum.

Prediction of ethical decision making with professional values in senior nursing students

PURPOSE

This study investigated whether the professional values of nursing students can predict their ethical decision-making levels.

DESIGN AND METHODS

The study used a descriptive and cross-sectional research design. The study sample consisted of 130 senior nursing students. The data were collected from the Student Information Form, Nursing Professional Values Scale, and Nursing Dilemma Test (NDT). The data were evaluated using Pearson correlation analysis and multiple linear regression analysis.

FINDINGS

A significant correlation was found between students' professional values and their mean PLT total scores (p < 0.01). Also, a negative correlation was found between students' professional values and the total mean practical thinking scores (p < 0.01). Professional values of the students explained 21.2% of the total PLT score and 0.08% of the total practical thinking score.

CONCLUSION

The professional values of the students affect their principal and practical thinking skills in ethical dilemmas.

IMPLICATIONS FOR NURSING PRACTICE

It is recommended to discuss the ethical dilemmas observed or experienced by the students in their clinical practice in the field, increase the awareness of the students, and teach them how to deal with ethical dilemmas.

Professional values and perception of knowledge regarding professional ethics in physical therapy students: A STROBE compliant cross-sectional study

Undergraduate students start the acquisition of a professional identity, and begin to achieve professional values and consciousness of an ethical behavior as future health professionals. The aim of this study was describe professional values and perception of knowledge regarding professional ethics of physical therapy students. A cross-sectional study was performed. A total of 351 students participated in the study. Professional values and perception of knowledge regarding professional ethics were assessed. Ethical approval was obtained from the University Ethics Review Board. The most important value was equity, while the least one was abnegation. The second educational year showed higher scores in importance of scientific quality (P = .010 vs first year), the third year in respect for life (P = .041 vs first year, respectively), and the fourth year in respect to patient's autonomy (P = .033 vs first year). First-year students showed lower scores in perception of knowledge regarding professional ethics (P < .001 vs second, third, and fourth year), while second-year students had higher scores (P < .001 vs first and third; P = .006 vs fourth year) and no differences between third- and fourth-year students were found. Those professional values highly considered by the students were mainly shared professional values, with equity ranked highest and abnegation lowest. Furthermore, second-year students had a well-established perception of knowledge regarding professional ethics, showing significant higher scores when compared to the rest of the educational years. This is the first cross-sectional study that describes these variables among physical therapy students and it is a starting point for future. Physical therapy educators might want to take into account these findings when teaching and guiding students in developing awareness for their professional values and perception of knowledge regarding professional ethics.

Influence of empathy and professional values on ethical decision-making of emergency nurses: A cross sectional study

INTRODUCTION

Emergency nurses are likely to experience serious ethical dilemmas and conflicts because of the dangerous and unpredictable care situations. Nursing ethical decision-making ability is therefore a core competence. Empathy and professional values may be the important variables that influence ethical decision-making. However, for emergency nurses, there is a lack of empirical evidence to support presently. This study aimed to explore the influence of empathy and professional values on nursing ethical decision-making of emergency nurses.

METHODS

A convenience sample of 236 emergency nurses from 10 general hospitals in China were surveyed. Their ethical decision-making ability, empathy and professional values were measured using the Judgment About Nursing Decision scale, Jefferson Scale of Empathy-Health Professionals, and Nursing Professional Values Scale-Revised, respectively. Additionally, their sociodemographic data were collected. Univariate analysis, Pearson analysis, and multiple linear regression were performed.

RESULTS

The mean ethical decision-making score of emergency nurses was 295.06 ± 26.49, which was medium level. Their average ethical choice score was higher than that of ethical action (P < 0.001). The multiple linear regression results showed that professional values (Standardized coefficients (β) = 0.295, 95% confidence interval (CI): 0.618-1.618), empathy (β = 0.210, 95% CI: 0.620-1.613), job title (β = 0.253, 95% CI: 0.357-2.800) and number of forms of in-service training on ethical decision-making (β = 0.243, 95% CI: 0.254-3.942) were the independent factors significantly influencing the ethical decision-making ability. The multivariate linear regression model had an F statistic of 32.153 (P < 0.001) and an R² = 0.588.

CONCLUSIONS

Strengthening nurses' empathy and professional values can help nurses make ethical decisions. More clinical experience and in-service training on ethical decision-making can help emergency nurses better handle ethical dilemmas and conflicts.

Relationship between perceived organizational support and professional values of nurses: mediating effect of emotional labor

Objectives

Perceived organizational support was a benefit for the work performance of nurses, which may affect emotional labor and the development of professional values. This study aimed to explore the relationship between nurses’ perceived organizational support and professional values, and investigate the mediating role of emotional labor.

Methods

This was a cross-sectional study. The study was conducted in 3 tertiary hospitals in Wuhan from October 2020 to January 2021. The data were collected by a questionnaire consisting of demographic characteristics, the Emotional Labor Scale for Nurses, the nurses’ Perceived Organizational Support Scale, and the Nursing Professional Values Scale (NPVS-R). A convenience sample of 1017 nurses responded to the questionnaire survey. Pearson’s correlation analysis was used to test the relationship between variables. Predictor effects were tested using hierarchical multiple regressions. The structural equation model (SEM) was used to test the mediation effect of emotional labor on the pathway from perceived organizational support to professional values.

Results

A positive moderate correlation was observed between the perceived organizational support and emotional labor (r = 0.524, P < 0.01), and a positive strong correlation was observed between perceived organizational support and professional values (r = 0.609, P < 0.01). Emotional labor and perceived organizational support were positive predictors of professional values (B = 0.531, 95%CI = 0.414 ~ 0.649; B = 0.808, 95%CI = 0.715 ~ 0.901, respectively). The association between perceived organizational support and professional values was mediated by emotional labor.

Conclusions

Results showed that perceived organizational support was positively related to nurses’ emotional labor, which was in turn associated with high professional values. For nurses, improving organizational support and training nurses to engage in emotional labor through providing multiple support systems, establishing appropriate incentive mechanisms, and training nurses to regulate emotions can be effective ways to promote nurses’ professional values.

Supplementary Information

The online version contains supplementary material available at 10.1186/s12912-022-00927-w.

Professional values in student nurse education: An integrative literature review

AIM

The aim is to understand current research into the impact of undergraduate nursing education on the development of professional values.

BACKGROUND

Values are evident in the professional standards for nurses and the guidelines and healthcare policies of many countries. These professional values guide decisions and behaviour and are recognised as an essential component in the professions ability to provide safe and professional care. This literature review presents the current research on the impact of education on professional values in undergraduate nurse education.

DESIGN

An integrative review of the findings was conducted to provide insight into the current research on the professional value development in undergraduate nurses.

DATA SOURCES

CINAHL, PubMed and Scopus.

REVIEW METHODS

A literature search was undertaken within defined date parameters 2010-2021 using a systematic approach. The Preferred Reporting Items for Systematic Reviews and Meta-analysis guide PRISMA was used to guide and illustrate the process. Papers were assessed for quality using the Mixed Methods Appraisal Tool.

RESULTS

Two distinct areas of inquiry were identified. (a) Changes in professional values as an outcome of undergraduate nursing education or (b) changes in professional values as an outcome of specifically designed educational content. These areas were further explored to better understand the influences of undergraduate education on students' professional values.

CONCLUSION

There is a lack of evidence in the literature to support the premise that professional values develop in line with academic year progression; however, there is strong evidence to support the inclusion of explicit learning in undergraduate education that engages students in education specifically designed to explore and develop professional values.

Nursing students' individual values, inclination to ethical and professional values

PURPOSE

To determine the relationship between nursing students' individual values, inclination to ethical and professional nursing values.

DESIGN AND METHODS

This cross-sectional study was conducted with 315 nursing students in Turkey. Data were collected using the student information form, the Portrait Values Scale, the Inclination to Ethical Values Scale, and Nursing Professional Values Scale.

FINDINGS

The students' basic values are Tradition and Universalism. It was determined that an inclination toward ethical and professional values was quite high.

PRACTICE IMPLICATIONS

The fact that nursing students are aware of their individual values how these values affect behaviour can be a guide to human focused values in professional lifes.

The Relationship Between Nurses' Professional Values and Their Attitudes Towards Care Giving Roles: A Structural Equation Model

Objective: The study was carried out to examine the relationship between nurses' professional values and caregiver roles. Methods: This study is based on a descriptive correlational research design using a structural equation model. 366 nurses participated in the study. It was gathered using Nurse Promotion Form the Professional Values Scale of Nurses and the Attitude Scale for Their Caregiver Roles. Results: The total mean score of the Nurses' Professional Values Scale was determined as 94.73±17.87. Nurses' Perceptions of Caregiving Roles Attitude Scale total score mean was determined as 62.41±9.22. According to the Structural Equation model, professional values of nurses explain 39% of the change in the value of the attitude towards caregiver roles (R2 =0.39). Conclusion: Nurses' professional values and attitudes towards caregiver roles are at a good level and professional values of nurses partially affect the attitude towards caregiver roles.

Discovering dignity through experience: How nursing students discover the expression of dignity

Introduction:

Dignity is a core value in nursing. Nursing education shall prepare students for ethical professional practice and facilitate insight into the phenomenon of dignity and its significance. There is limited knowledge about how nursing students discover dignity in their education.

Research aim:

The aim of the study is to develop an understanding of how nursing students discover and acquire dignity.

Research design:

The study has a hermeneutic approach where qualitative interviews of nursing students were employed. The process of interpretation was inspired by text of Fleming, Gaidys and Robbs.

Participants and research context:

Nineteen nursing students agreed to be included in the study, representing six different campuses at three different educational institutions. All were in the final year of their study. The interviews took place at the educational institutions.

Ethical considerations:

The educational institutions facilitated recruitment of the students who signed voluntarily for participation and continuous informed consent. The study was approved by The Norwegian Center of Reporting Data (NSD). The research recommendations of the Declaration of Helsinki were followed.

Findings:

The nursing students discovered the expression and significance of dignity through experiences, gained through introspection and in interaction with others during the education.

Discussion:

The findings are discussed using Gadamer’s concept of experience and how experiences can create new insight. In particular, the students’ experiences with the inner ethical and external aesthetic dimension of dignity are discussed.

Conclusion:

The study shows that students discovered the inner ethical dignity through experiencing vulnerability, pride and shame. They discovered the external aesthetic dignity through incidents, where they experienced both to be confirmed and not to be confirmed, and through observation of good or bad role models. Crucial negative and positive experiences are important for discovering the expression and significance of dignity.

The role of nurses' professional values during the COVID-19 crisis

BACKGROUND

The COVID-19 pandemic has produced high stress in nurses, affecting their professional quality of life. Different variables affect psychological stress response and professional quality of life. In this context, the role of professional values represents an interesting object of research.

OBJECTIVES

To analyze the relationship between professional values, perceived stress, and professional quality of life among nurses during the COVID-19 crisis.

RESEARCH DESIGN, PARTICIPANTS, AND RESEARCH CONTEXT

Descriptive cross-sectional study. Participants were 439 registered nurses from the public health system. Perceived stress, professional quality of life, and professional values were evaluated by using measuring instruments adapted and validated in the geographic context of research. Data were collected online in December 2020 during the second wave of the COVID-19 pandemic in Spain.

ETHICAL CONSIDERATIONS

This study was approved by the Ethics Committee on Clinical Research of the Principality of Asturias.

FINDINGS

Within professional values, ethics obtained higher scores showing the primacy of ethical values among nurses. Moderate correlations between ethics, mastery, expertise, and compassion satisfaction were found. Frontline nurses informed high perceived stress. The correlations between professional values and compassion satisfaction were higher in non-frontline nurses. A moderate negative correlation between perceived stress and compassion satisfaction was found in both groups, which implies that the higher the stress, the lower the satisfaction in the helping relationship.

CONCLUSION

Professional values positively influence compassion satisfaction during the COVID-19 pandemic. Compassion satisfaction presents a negative correlation with fatigue compassion and burnout in frontline and non-frontline nurses. Given the functionality of values both to guide clinical practice professionally and ethically, and prevent dissatisfaction with one's professional quality of life by reinforcing compassion satisfaction, it is necessary to reinforce them with an intensive and cross-sectional learning during the university training.

Psychometric Evaluation of the Nurses Professional Values Scale-3: Indonesian Version

The Nurses Professional Values Scale-3 (NPVS-3) is an important instrument for measuring the development and sustainability of professional values in nurses and nursing students. The translation, adaptation, and validation on this scale, including in Indonesia, is still very limited. The purpose of this study was to examine the Indonesian version of NPVS-3. This study used forward and backward translation methods and a cluster random sampling of 600 nurses participated. The 28-item scale of NPVS3-I was tested using EFA, applying the principal axis factoring extraction method and varimax with Kaiser normalization rotation method. The CFA used SEM with AMOS. Findings suggested sufficient content validity, construct validity, and reliability of the Indonesian version of NPVS-3. The I-CVI values ranged between 0.80 to 1.00 and the S-CVI was 0.99. Construct validity was supported with loading factors ranging from 0.49 to 0.84 for three factors (Caring, Activism, and Professionalism). The CFA goodness-of-fit indices were X² (df) = 1516.95 (347), p < 0.001, normed chi-square (X²/df) = 4.37, RMSEA = 0.106, SRMR = 0.079, and CFI = 0.735. The Indonesian version of the NPVS3 showed good internal consistency with Cronbach’s alphas for the instrument of 0.97 and 0.94, 0.95, and 0.89 for Caring, Activism, and Professionalism, respectively. The Indonesian version of the NPVS-3 is valid and reliable for use in Indonesia.

Professional Values Development Among Jordanian Baccalaureate Nursing Students

AIM

The aims of the study were to identify professional values among third- and fourth-year baccalaureate nursing students at private and public universities in Jordan and to investigate the demographic variables correlating with professional values.

BACKGROUND

Educational curricula reinforce professional values among nursing students.

METHOD

A cross-sectional design was used; the questionnaire included a demographic variable survey and the Nurses Professional Values Scale-3.

RESULTS

The mean score for the overall value scale was moderate (3.5, SD = 0.4, range 1-5). The caring subscale was the highest (3.9); the professionalism and the activism subscales had the same mean (3.3). Male students, studying in private universities and employed in health care, scored higher (p = .002, .001, and .01, respectively). Study track and age were insignificantly correlated.

CONCLUSION

The development of professional values is associated positively with practice and employment status; clinical experience improved students' sense of professionalism.

Preserving nurses' professional dignity: Six evidence-based strategies

AIM

This study aimed to develop and refine strategies for preserving nurses' professional dignity.

BACKGROUND

Professional dignity is a non-negotiable nursing professional value. It should at all times be respected because of the worthiness of nurses as professional human beings. They are at the centre of healthcare societies. Their worth and contributions to the health of others should be acknowledged and preserved.

METHODS

Descriptive qualitative research was conducted during the development of the strategies while applying the principles of strategic navigation. The process was guided by the findings of the initial phase of the study and contextualised literature. Focus group discussions were held with healthcare professionals for the refinement of the strategies in two private hospitals in South Africa.

FINDINGS

The strategies unfolded multiple possibilities to value nurses' professional dignity. These were pathways for respecting, appreciating and supporting nurses; honouring nurses' desire to hold the well-being of patients in the highest regard; supporting nurses in fulfilling their professional roles; enabling nurses to take pride in themselves and the nursing profession; supporting nurses in demanding and complex circumstances and supporting nurses in coping with humiliating workplace experiences.

CONCLUSION

Strategies to ensure successful outcomes in preserving nurses' professional dignity were developed and refined. The professional dignity experiences that mattered most were presented.

IMPLICATIONS FOR NURSING/HEALTH POLICY

Valuing nurses' professional dignity promotes respect and support for nurses and their desire to prioritise patient-centred care, contributing to improved nursing practice and nurses' confidence to assert their professional dignity. Preserving nurses' professional dignity is a necessity in healthcare. It should be affirmed in equal standing in nursing codes of conduct, nursing curriculums and healthcare policies.

Personal qualities needed by undergraduate nursing students for a successful work integrated learning (WIL) experience

BACKGROUND

International research has shown that during work integrated learning (WIL) undergraduate nursing students may experience stress, self-doubt, and coping issues, however personal qualities these students bring to their WIL journey or those needed to succeed during WIL remain unknown.

OBJECTIVE

To describe the views of students midway through their Bachelor of Nursing program regarding personal qualities they bring to and need for WIL success.

DESIGN

This article reports on a descriptive study that used an electronic questionnaire to collect the data.

SETTINGS AND PARTICIPANTS

Bachelor of nursing students (n = 421), who were studying fulltime or part time equivalent, at a regional university in Queensland Australia, were invited to complete the anonymous electronic questionnaire that was developed by the research team following an extensive review of literature. Inclusion criteria required participants to have completed at least one WIL experience and be midway through their three-year Bachelor of Nursing program.

METHODS

Data were collected during January and February 2017. The electronic questionnaire consisted of demographic, forced choice questions, and open-ended questions. This paper presents the qualitative analysis of responses to two of the open-ended questions that focused on personal strengths and work integrated learning experiences. Data were analysed using the inductive content analysis approach.

RESULTS

Six personal qualities were identified including: enthusiasm to succeed, commitment to learning, self-motivation, confidence, effective communication skills, and compassion.

CONCLUSIONS

Pre-entry screening of applicants to bachelor level nursing programs and the delivery of learning opportunities that encourages both reflection and debriefing may assist in describing personal qualities needed to succeed in WIL.

Personal values among first-year medical and nursing students: A cross-sectional comparative study

BACKGROUND

Collaboration in healthcare is essential but differences in personal values can be a potential source of disagreements between physicians and nurses.

OBJECTIVES

The purpose of this study was to verify if and to what extent there were divergences in the personal values profile between medical and nursing students at the beginning of their education and training. A second aim was to explore gender differences in personal values.

DESIGN

This is an observational cross-sectional study.

SETTINGS

This study was conducted at one University in northern Italy.

PARTICIPANTS

We compared the personal values of 393 first-year medical students with those of 403 first-year nursing students.

METHODS

The Portrait Values Questionnaire-40 was administered and analyses of variance were performed to assess degree group and gender differences in terms of personal values.

RESULTS

Medical students scored significantly higher than nursing ones on values related to dominance over others and personal success. Female students significantly outscored males on personal values that reflect other-oriented and social focus, whereas male students obtained higher scores than females on personal values related to personal and selfish orientation.

CONCLUSIONS

Schwartz's Theory of Basic Human Values may be a valuable theoretical framework for interprofessional education to promote a common reflection on personal values held by medical and nursing students since the early years of study.

Effects of Nursing Education Using Films on Perception of Nursing, Satisfaction With Major, and Professional Nursing Values

BACKGROUND

Cinenurducation, a film-based approach to nursing education that incorporates student-centered, problem-solving, experiential, and reflective learning strategies, allows students to experience a variety of indirect experiences and improves critical thinking and self-reflection through discussion.

PURPOSE

The aims of this study were, first, to employ a cinenurducation approach to help instill a proper professional nursing identity in second-year nursing students and, second, to examine the effects of this approach on the perception of nursing, satisfaction with major, and professional nursing values of the participants.

METHODS

An experimental, pretest-and-posttest design was used to test the primary variables, including perception of nursing, satisfaction with major, and professional nursing values. The nursing educational program was developed based on the learning concepts of cinenurducation and the core concepts of nursing. The program, which included six films, addressed the following concepts: Me Before You (problem solving and professionalism), Testament of Youth (nursing management and professionalism), Girl, Interrupted (interpersonal skills and nursing knowledge), Hungry Heart (interpersonal skills and problem solving), Iris (nursing knowledge and problem solving), and Chronic (nursing knowledge and cooperation). The experimental group (n = 14) participated in the 8-week educational program, and the control group (n = 15) did not.

RESULTS

Perception of nursing, satisfaction with major, and professional nursing values all improved significantly more in the experimental group than in the control group, with large effects observed.

CONCLUSIONS

Cinenurducation is an effective approach to promoting professional nursing identity in nursing students. Educators should incorporate films into nursing education. In addition, nursing education should incorporate a variety of educational materials to provide students with opportunities for reflective learning.

Professional Values in a Sample of Nursing Students from Different Countries

AIM

This study aimed to determine the professional values of nursing students from different countries.

METHODS

This descriptive study was conducted with a convenience sample of nursing students from different countries. The data were collected using an identification form and the Nurses’ Professional Values Scale–Revised. A total of 305 nursing students from Turkey, Tanzania, and Spain were included in the analysis.

RESULTS

In this study, the mean nursing professional values scores were 113.5±12.8, 105.8±16.0, 107.9±8.4 for Turkey, Tanzania, and Spain, respectively (minimum–maximum: 44–130). There were no statistically significant differences between the Turkish and the Spanish students’ professional value scores, but the Turkish students’ scores were higher than the Tanzanian students.

CONCLUSION

The factors affecting the level of professional values of students for each country were different. For educators, it is important to develop teaching strategies to empower professional values. Understanding cultural differences can guide professional values and universal ethics in nursing practice, education, and research.

Social justice in health system; a neglected component of academic nursing education: a qualitative study

Background

In recent decades, increasing social and health inequalities all over the world has highlighted the importance of social justice as a core nursing value. Therefore, proper education of nursing students is necessary for preparing them to comply with social justice in health systems. This study is aimed to identify the main factors for teaching the concept of social justice in the nursing curriculum.

Method

This is a qualitative study, in which the conventional content analysis approach was employed to analyze a sample of 13 participants selected using purposive sampling method. Semi-structured interviews were conducted to collect and analyze the data.

Results

Analysis of the interviews indicated that insufficient education content, incompetency of educators, and inappropriate education approaches made social justice a neglected component in the academic nursing education. These factors were the main sub-categories of the study and showed the negligence of social justice in academic nursing education.

Conclusion

Research findings revealed the weaknesses in teaching the concept of social justice in the nursing education. Accordingly, it is necessary to modify the content of nursing curriculum and education approaches in order to convey this core value. Since nursing educators act as role models for students, especially in practical and ethical areas, more attention should be paid to competency of nursing educators, specially training in the area of ethical ideology and social justice.

Supplementary Information

The online version contains supplementary material available at 10.1186/s12912-021-00534-1.

Countries' cultures and professional nursing values: Cross-cultural evidence from Spanish and Colombian nursing students

This study aimed to identify countries' cultural values associated with the importance given to certain professional nursing values by nursing students from Spain and Colombia. Weis and Schank's Nurses Professional Values Scale-Revised (NPVS-R) in its Spanish version and the Hofstede cultural classification were used for this purpose. The sample was composed of 880 nursing students. Nursing students from both countries showed a greater importance for professional nursing values compared to evidence from other countries. Significant differences were also found in the total score, dimensions, and items, always being higher for Colombian students. Based on regression results, the impact that the academic year had on the importance given to NPVS-R is non-linear (U-inverted). Both groups of students gave the highest importance to the same group of items. Those showing the largest difference in the rankings were associated with country culture differences based on the scores identified by Hofstede. Colombian and Spanish societies present similarities in Power Distance and Uncertainty Avoidance, as well as differences in the other cultural dimensions.

The correlates of social determinants to ethico-moral values on professional development of Saudi nursing students

Objectives

This study determined the perceived professional values of nursing students, which are potentially correlated to their individual profiles.

Methods

This study utilized a cross-sectional design using the Nurse Professional Values Scale-Revised (NPVS-R) to determine nursing students' innate professional values. This study recruited 201 nursing students using a total enumeration sampling from Ha'il region, KSA.

Results

In the 26-item NPVS-R scale, item 1 was correlated to academic status at 0.01; item 3 was significantly correlated to gender at 0.01 and fluency in English at 0.01; item 4 was positively correlated to year level and fluency in English language at 0.00 and 0.0, respectively. Additionally, item 5 was found to be correlated to gender at 0.01; item 12 was correlated to gender at 0.01, year level (0.00), and fluency in English (0.01) and item 21 was correlated to gender and year level at 0.00 and 0.01, respectively. Finally, items 7, 22, 23, 24, 25, and 26 were significantly correlated with year level. The items with the highest correlations to the social determinants of the participants belonged to the values, justice and caring. Since nursing is a caring profession, these findings acknowledge that the values embodied by nursing students are critical. This reaffirms that nurses provide care with responsibility and accountability for its outcomes.

Conclusion

In this study, the participants recognized the protection and safety of public health as the most significant professional value. Similarly, patient confidentiality and the active involvement of nurses in professional organizations was highly valued.

Personal values among undergraduate nursing students: A cross-sectional study

BACKGROUND

Personal values influence nursing students' development of professional values, which affect professional outcomes, and how nursing students react to different situations. Personal values can be shaped by different factors, including culture, gender, and age.

AIMS

To explore personal values held by nursing students, and to verify if and how gender and year of study affect nursing students' personal values.

RESEARCH DESIGN

A multicenter, cross-sectional study was used.

PARTICIPANTS AND RESEARCH CONTEXT

The whole population of nursing undergraduate students available at the time was recruited from eight centers of two Universities, composing a sample of 947 students. Demographic data were collected and it was administered the Portrait Values Questionnaire.

ETHICAL CONSIDERATIONS

Ethical approval was obtained from the Institutional Review Boards of the University of the participating centers.

FINDINGS

The study sample was mainly composed of young (92.6%, n = 877), female (77.3%, n = 732), Italian (95.8%, n = 907), and unmarried (98.6%, n = 934) nursing students. The most important value for nursing students, consistently through the years of nursing school, was Self-transcendence, which has the motivational emphasis on helping others and selflessness. Then, we found that male students had higher levels of Power (p < 0.001) and Achievement (p = 0.031), while female students outscored male students in Benevolence (p = 0.005) and Security (p = 0.006). Year of study showed no statistically significant difference.

DISCUSSION

Nursing students express high levels in hetero-directed values. Male nursing students, although they choose a stereotypically feminine profession, outscored females in stereotypical masculine values such as dominance and success. This is the first study that describes the personal value profile of undergraduate nursing students, according to the Theory of Basic Human Values, and it is a starting point for future research.

CONCLUSION

Nursing educators might want to consider the findings from this study while guiding students in developing awareness for their personal values.

The Perceptions of Professional Values among Students at a Spanish Nursing School

(1) Background: This study aims to reflect student nurses' perceptions of professional values across the four training years. (2) Methods: This study was designed as a cross-sectional study; data were collected using the Nurses' Professional Values Scale-Revised, adapted by Basurto-Hoyuelos. A total of 315 student nurses participated from a Nursing Faculty in Spain representing each of the four academic years. (3) Results: Students' perceptions of professional values were significantly correlated with their academic year. Overall, students' scores were higher in the ethics dimension. The two highest scores were for Maintain patient confidentiality for years 1 and 2 (4.77 and 4.68, respectively) and Safeguard patients' right to privacy for years 3 and 4 (4.95 and 4.98, respectively). Lower scores were observed in the professional expertise dimension across all years, and corresponded to a single item Participate in peer review (3.51, 3.38, 3.98, and 3.26, respectively). (4) Conclusions: This study is relevant as it highlights how nursing students' perceptions of professional values change overtime, even during the four years of their training. The ethics dimension was the most highly regarded across all academic years. However, the professional expertise dimension requires greater attention throughout the degree as students regarded it as less important for their immediate future.

Professional values and ethical ideology: Perceptions of nursing students

Background:

Moral philosophical positions and professional values have been shown to influence nurses’ practice behaviours. Understanding nursing students’ professional values and ethical ideologies, therefore, is important as they may help inform evidence-informed curriculum decisions and education strategies to develop students’ professional reflective competencies. However, there is a dearth in current empirical data on Canadian nursing students’ perceptions of professional values and ethical positions.

Objectives:

This study’s purpose was to examine undergraduate nursing student’s perceptions of professional values and ethical ideology and explore relationships in data and selected participant demographic variables.

Research design, participants and context:

A descriptive cross-sectional research design was conducted with a convenience sample of undergraduate nursing students recruited from a university in Canada. An online encrypted survey consisting of two validated instruments was administered to participants who met study eligibility criteria. Descriptive and inferential statistics were employed to analyse the data and classify nursing students’ ethical ideologies into four categories based on mean scores for idealism and relativism.

Ethical considerations:

This study received ethical approval from the institutional Behavioural Research Ethics Board and was executed in-line with ethical principles for research involving humans.

Findings:

Nursing students scored high on professional values and ethical idealism and differed significantly on a measure of ethical relativism in terms of age and year of study. Professional values were significantly associated with ethical idealism. Based on mean scores for idealism and relativism, most nursing students in the study were classified as situationists.

Discussion and conclusion:

Findings suggest that faculty pay attention to influences of moral philosophical positions in facilitating nursing students’ professional values development. Implications for future research and curriculum are highlighted to strengthen nursing students’ professional values.

Professional Values of Nurses and Nursing Students: a comparative study

BACKGROUND

The process of learning the professional values is started from the student's entering to the university and to the workplace. This study compared the importance of professional values from the perspectives of nurses and nursing students.

METHODS

This descriptive-analytical study was conducted on 250 nurses and 100 nursing students. Data were collected using the Nursing Professional Values Scale-Revised.

RESULTS

According to the findings, the mean scores of nurses (3.68 ± 0.16) and nursing students' (3.86 ± 0.17) perspective toward professional values were at an important level. Furthermore, the students' perspective toward the professional values' importance was significantly more favorable than those of nurses. The highest mean scores of professional values in the two groups were related to the caring and justice domains. Both groups considered activism and professionalism as the least important domains among the others.

CONCLUSIONS

As the findings suggest, we need to pay more attention to values training, especially professionalism and activism, during undergraduate education for preparing the nurses to work in today's complex healthcare context. It is necessary to conduct more comprehensive studies for exploring the gap between theory and practice in different cultures and contexts.

Perception of compassion and professional values in nursing students: A cross-sectional multivariate analysis from Turkey

Professional values have been acknowledged as the foundation of nursing care, and compassion is recognized as one of these professional values. The aim of this study was to determine the relationship between compassion and professional values and the factors that affect the perceptions of nursing students. A cross-sectional research design was used. There were two sample groups: 141 first-year and 185 third-year nursing students (N = 326). The data were collected using a Personal Information Form, a Compassion Scale and the Nursing Professional Values Scale-Revised. Study data were evaluated with univariate and multivariate regression analyses. No statistically significant difference was found between the students' compassion levels. At the same time, the mean professional values score of the third-year students was determined to be statistically significantly higher. Furthermore, it was determined that the compassion levels of female students were greater than those of male students, and the perception of professional values of those whose fathers' education levels were high was greater. This study concluded that professional values increased as education levels increased but the level of compassion did not change. It is suggested that nursing education be shaped in order to include factors affecting the perception of professional values and compassion levels.

Professionalism experiences of undergraduate learner nurses during their 4-year training programme at a Higher Education Institution in the Western Cape, South Africa

Background

Professional socialisation of student nurses needs to be integrated into the formal teaching and learning during the nursing programme. Embedded in the training programme are professional values that are used synonymously with nursing professionalism. Professionalism is the conduct, qualities, values, vision, mission and/or goals that characterise a profession, and describes behaviours that are expected within the profession’s members. However, one’s values are shaped by one’s experiences, influence one’s behaviour and interactions with others, and are manifested in many aspects of professional behaviour. New nurses to the profession are expected to display behaviours of professionalism, thus requiring nurse training schools to help students internalise these behaviours. Nurse educators therefore carry a responsibility to shape future nurses’ growth towards professionalism.

Objectives

This article reports on the experiences of undergraduate student nurses regarding nursing professionalism during their 4-year training programme at a Higher Education Institution in the Western Cape, South Africa.

Method

A qualitative, exploratory and descriptive design was applied. Eight focus group discussions were conducted with first- to fourth-year student nurses registered for the undergraduate nursing programme. Data were transcribed verbatim and analysed using open coding. Ethical principles and trustworthiness were maintained throughout the study.

Results

Six main themes indicated that undergraduate student nurses experienced issues with role modelling, language barriers, their own understanding of professional behaviour, reasons for students and practitioners’ unprofessional behaviour, prejudice towards degree students and students’ professional or unprofessional behaviour experienced as contributing to the image of the profession.

Conclusion

Student nurses received mixed messages leading to emotional turbulence. They needed clear guidance from role models to demonstrate how to behave professionally.

Factors affecting professional ethics development in students: A qualitative study

BACKGROUND

Ethics development is one of the most important aspects of professional practice in health sciences students. Understanding factors affecting ethics development can enhance clinical and professional performance in students.

OBJECTIVE

This study was conducted to explore students' perceptions about factors affecting professional ethics development.

RESEARCH DESIGN

This study is a conventional content analysis. Data were collected through 20 semi-structured interviews and two focus group interviews (12 students) during 2017-2018. Data were analyzed concurrently with data gathering, using the conventional content analysis approach of Graneheim and Lundman.

PARTICIPANTS AND RESEARCH CONTEXT

In total, 8 students of nursing, 5 medical students, 4 students of anesthesia and 3 operating room students in individual interviews, and 12 students in two focus group interviews from one university in the south of Iran were selected through purposive sampling.

ETHICAL CONSIDERATIONS

The research was approved by the Ethics Committee of one university in the south of Iran.

FINDINGS

The findings revealed two themes: personal and background factors. Personal factors consisted of the two categories of individual motivation and tendencies and interpersonal interactions. Background factors consisted of the two categories of role and function of teachers and environmental agents.

DISCUSSION AND CONCLUSIONS

According to the findings, both background and individual factors affect development of professional ethics in students. Understanding these factors along with reinforcement of educational planning in this field can improve healthcare services.

Curriculum Redesign to Build the Moral Courage Values of Accelerated Bachelor's Degree Nursing Students

The increasing complexities of health care coupled with the decreasing importance of ethical values held by college students, including nursing students, compel nurse educators to step up efforts to strengthen the moral courage values of their students. While the nursing curriculum is the ideal breeding ground for building moral courage values, few studies describe how these values were embedded in any nursing curriculum, much less an accelerated bachelor's degree in nursing (ABSN) curriculum. This study outlines an ABSN curriculum with teaching-learning activities designed to build moral courage values in its classroom and clinical settings. Faculty perceptions of 29 ABSN students' honesty, respectfulness, responsibility, fairness, and compassion were surveyed 4 weeks after beginning, and again at the end of the ABSN program. The ABSN exit questionnaire administered annually by the College Office of Institutional Research, assessed the effectiveness of the ABSN curriculum. Of the 20 learning outcomes on the questionnaire, five related to moral courage values. The 5-point response scale ranged from Not at All, to Somewhat, Moderately, Well, and Extremely Well. t-test calculations revealed significant growth for four of the five values surveyed. Honesty, responsibility, fairness, and compassion were each positively significant at the p < .05 level. For the 27 of the 29 ABSN students who responded to the exit questionnaire, the Well and Extremely Well responses ranged from respectfulness and responsibility at 73%, to compassion and honesty at 78%, and fairness at 82%. Teaching-learning activities to build moral courage values successfully promoted the nursing program objective that the student will demonstrate proficient clinical, technological, and ethical competence in the delivery and management of health care.

Operating room nurses' perception of professional values

BACKGROUND AND SIGNIFICANCE OF RESEARCH

Nurses' awareness of professional values and how those values affect their behaviors is an integral part of nursing care. There is a large body of research on nursing professional values, however, a careful survey of the available literature did not yield any studies investigating the status of professional values in operating rooms.

OBJECTIVE

This study aims to investigate the perception of operating room nurses of university hospitals toward professional values.

RESEARCH PLAN

In this cross-sectional study, data were collected using Schank and Weis's Nurses Professional Values Scale-Revised. The collected data were analyzed in SPSS version 16.

PARTICIPANTS AND SETTINGS

The 513 participants of the study consisted of operating room nurses and nurse anesthetists from six university hospitals.

ETHICAL CONSIDERATIONS

This study has been approved by the ethics committee of the university.

FINDINGS

The mean total professional values score of the operating room staff was found to be 100.84 ± 15.685, which indicates that the participants had a positive perception toward observance of nursing professional values in practice. The results showed that the participants considered the domains of justice and activism as, respectively, the most and the least important. The operating room staff's overall professional values scores were not found to correlate significantly with their ages, professional experience, university majors, or attendance at ethics workshops. However, a significant difference was found between the professional values scores of the female and male staff. The professional values scores of the operating room nurses and the nurse anesthetists were not significantly different (p value = 0.494).

CONCLUSION

Operating room staff's awareness of professional values is essential to providing care to patients based on professional principles. Accordingly, there is need for programs to raise operating room nurses' awareness of their professional duties and improve their professional performance.

Crossing professional cultures: A qualitative study of nurses working in a medical school

BACKGROUND

Leaving the nursing workforce is often seen as a loss. Some nurses maintain a current nursing registration and work within university schools of medicine. Little is known about their work.

AIM

To explore and describe the experiences of nurses who work in a New Zealand medical school.

DESIGN

Qualitative descriptive informed by autoethnography.

METHODS

Interviews with 14 nurses over a 12-month period in 2015. Data were inductively analysed.

RESULTS

The nurses were mid-to-late career with prior clinical experience and all held postgraduate qualifications. Five themes emerged.

CONCLUSIONS

Nurses chose to work in a medical school for a variety of reasons. They sought to maintain their nursing identity but the nursing profession often did not recognise them as nurses. Although individual colleagues recognised their value, organisationally, limited attention was afforded to the specific orientation, mentorship and development of nurses' careers within this setting.

Professional values and career choice of nursing students

BACKGROUND AND AIM

Professional values are abstract and general behavioral principles that provide basic standards to judge aims and actions, and these principles are formed by strong emotional loyalty of members of the profession. Research was conducted to compare the career choice and professional values of nursing students at two universities in the upper Midwest of the United States and in the middle of Turkey.

MATERIALS AND METHODS

A descriptive and comparative design was used. The participants of the study were comprised nursing students from a university in the upper Midwest of United States and a university in the middle of Turkey. The sample consisted of 728 students in all grades. Data were collected by a questionnaire, The Nurses Professional Values Scale-Revised and Vocational Choices in Entering Nursing Scale. Number, percentage distribution, mean, standard deviation, t test, and one-way variance analysis were used in the analysis of data. Ethical considerations: Ethical approval was obtained from the Ethics Commission. Informed consent was received from the students.

RESULTS

The students' mean age for American students was 24.3 ± 5.6 years, while the mean age for Turkish students was 19.8 ± 1.7 years. Mean score of American students on The Vocational Congruency (a subgroup of the Vocational Choices in Entering Nursing Scale) was 38.5 ± 5.9 and Turkish students was 29.6 ± 8.9 (p < 0.05). Mean score of American students on The Nurses Professional Values Scale-Revised was 109.2 ± 12.3 and that of Turkish students was 101.6 ± 17.0.

CONCLUSION

This study concluded that the majority of nursing students had high professional values, and when students' scores were compared, American students had higher professional values, and in career choice, they considered primarily fitness of the profession to themselves and their goals, while Turkish students primarily thought of their living conditions.