Between Ideal and Reality: A Cross-Sectional Study of Nurses' Professional Values and Barriers to Professionalism in Türkiye.

The relationship between professional values, ethical sensitivities and caring behaviors among nursing students: A structural equation modeling approach

This study aims to identify the relationship between nursing students’ selection of profession and their professional value perceptions. Designed as a descriptive and correlational study, the research was conducted with the participation of 322 nursing students. Research data were collected by using the Personal Information Form, the Nursing Career Decision Scale, and the Nurses’ Professional Values Scale- Revised. It was found that there was a statistically significant moderately positive relationship between nursing students’ Nursing Career Decision Scale and Nurses’ Professional Values Scale-Revised scores. Factors affecting the selection of profession affect the professional value perceptions and increase congruence with professional values. There is a statistically significant relationship between congruence with professional values and factors affecting the selection of profession. It is discerned that the congruence with professional values increases particularly when the profession is selected on the basis of the NCDS sub-scale of “Vocational Congruency”.

Objective.This study was carried out to examine professional and ethical values related to the profession from nurses' perspectives.Methods.This was a cross-sectional survey carried out among 124 randomly selected nurses working at a tertiary care hospital in South India. The data was collected using Nursing Professional Values scale (NPVS-3). This tool consisted of 28 items to assess nurses’ professional values in three domains namely; Caring (10 items), activism(10items), and professionalism (8items). The maximum range of scores is 28-140. The higher the score, the stronger the nurse’s professional value orientation.Results.The mean total score of the Professional Value scale was high (121.07±15.32). The mean score of the participants was higher in the caring domain (44.02±5.75) than activism (42.19±6.33) and professionalism domains (34.86±4.27). Pearson correlational analysis revealed that nurses with less experience had greater mean professional values score than nurses with higher experience (p<0.01).Conclusion.The present study showed that nurses have high professional and ethical values, although they perceive that the most important values are those related to direct patient care. Continuing education programs should be designed so that nurses understand that nonclinical professional values are also equally important in promoting the nursing profession.

Aim: The aim of this study is to examine the relationship between the professional values of nursing students and career plans and to evaluate the factors that affect them. Material and Method: This descriptive and cross-sectional study was conducted with 324 students who were studying in the third class and senior of a nursing undergraduate program at a state university in Izmir and who agreed to participate in the study. The data were collected by the researchers using the Individual Characteristics Form, the Nurse’s Professional Values Scale-Revision and the Career Future Scale with face-to-face interview method. Evaluation of the data were used Descriptive statistics, Mann-Whitney U, Kruskal Wallis, IndependentSamples T test, variance analysis and correlation analysis. Results: The mean age of the students who participated in the study was 21.88 ± 1.25 years, 53.4% of the students are senior, 73.5% are women, 53.4% of them have health personnel in the family, 63% had voluntarily choosed the nursing department and 56.2% preferred the department as the first choice. They stated that 41.1% of the students prefer to have a nursing profession because they like it and 42.5% of them want to work as a clinical nurse postgraduation. The Nurse’s Professional Values Scale and Career Future Scale mean total score of students who voluntarily choose the nursing department were found to be higher than those of students who did not (p=0.005; p=0.000). The students who have health personnel (p = 0.041) in their family or relatives and students who prefer nursing department because they like nursing profession (p = 0.000) have higher mean total scores on the Career Future Scale. The Nurse’s Professional Values Scale (p=0.042) and Career Future Scale (p=0.000) total score mean of the nursing students who wanted to work as a supervisor postgraduation and who want to become academicians were the highest. There was a poor positive correlation between the mean scores of Nurse’s Professional Values Scale and the mean score of Career Future Scale (p &lt;0.05). Conclusion: The professional values such as sacrifice, equality, freedom, human dignity and justice that the student possesses are an important factor in planning career postgraduation and in the process of professional socialization. According to the findings obtained from the research, prefering to profession voluntarily and gladly is effective both in acquiring professional values and in career planning. For this reason, the values and future of the nursing profession should be introduced to the candidates of the university, whereas in undergraduate education, nursing students need to acquire the professional values of the profession from the first years.

This study was carried out in order to determine professional self-concept and professional values in the students, who were studying in the final year of the nursing department in schools providing undergraduate education in the Inner Anatolia Region. This cross-sectional study was conducted on a total of 619 senior students of nursing departments in the Inner Anatolia Region. Data were collected using a Student Information Form, Professional Self-Concept Scale for the Student Nurses, and The Nurses' Professional Values Scale. Descriptive statistics, the Shapiro-Wilk test, the t-test, analysis of variance, and the Bonferroni tests were used for data analysis. A written consent was obtained from Ethics Board of Erciyes University Faculty of Medicine and from nursing schools participating in the study. Prior to data collection, students were informed about the purpose of the study and gave written and verbal consents. Participation in the study was on voluntary basis. In the study, students' total and sub-dimension scores from the Professional Self-Concept Scale for the Student Nurses and total scores from the Nurses' Professional Values Scale were moderately high. It was detected that women received higher scores than men from the sub-dimension of professional attributes; the students who had positive perception of the nursing image and voluntarily selected their department received high scores from professional satisfaction, professional competence, and professional attributes sub-dimensions of the Professional Self-Concept Scale for the Student Nurses (p < 0.001). In order to improve students' perceptions of professional self-concept and professional values, it is thought that students' awareness should be increased on these topics.

BackgroundPatient advocacy, which is an integral part of patient care processes, envisages the defense of patients on issues such as patient rights and ethical values and is a concept directly related to the core values of the nursing profession. It is thought that nurses’ patient advocacy behaviors are linked to their perceptions of professional values. Therefore, this study aimed to determine the effect of nurses’ patient advocacy behaviors on professional values.MethodsThe study is descriptive, correlational, and cross-sectional. It was conducted with 527 nurses working in a city hospital in Istanbul between August and September 2023. Data were collected using the Information Form, Patient Advocacy Scale for Nurses, and Professional Values Scale. Descriptive tests, correlation analysis, and simple linear regression analysis were used to analyze the data. A STROBE checklist was used to report the study.ResultsNurses’ Patient Advocacy Behaviors score was 163.84 (SD = 22.88) and the Professional Values score was 110.26 (SD = 16.29). The study determined that there was a significant, positive, and moderate relationship between the total scores of patient advocacy behaviors and the perception of nurses’ professional values (r = 0.628). It was found that female nurses had more professional values than male nurses, nurse managers had more professional values than other nurses, and day shift nurses had more professional values than night shift nurses (p > 0.05). It was determined that the model created for the perception of professional values was significant and patient advocacy behaviors explained 51.4% of the variance of the perception of professional values.ConclusionIt was found that there was a moderate and positive relationship between patient advocacy behaviors and professional value perceptions of nurses. According to this result, it is recommended that more training on patient advocacy and professional values be included in the nursing education curriculum, the quality of the training should be improved, more studies should be conducted on these issues, and policymakers and hospital administrators should encourage nurses.

Aim: The aim of this study is to determine the professional values of nurses. Method: The research was carried out with 257 nurses working in a Training and Research hospital affiliated to the Ministry of Health in Istanbul province. Data of the descriptive and cross-sectional study were collected with the socio-demographic data form and the Nurses’ Professional Values Scale, and evaluated with the SPSS 21.0 program. Percentage, mean, independent groups t-test and Kruskal-Wallis test were used to analyze the collected data. Results: The general point average of the participating nurses on the Nurses’ Professional Values Scale was 124.49 ± 16.80. A statistically significant difference was found between the nurses ‘gender, education levels, the unit they work in, the number of patients being cared for, the status of following scientific publications, participating in scientific activities and the overall score of the Nurses’ Professional Values Scale (p &lt;0.05). Nurses who stated that they always followed scientific publications and indicated that they always participated in scientific activities had higher professional values. Conclusion: It can be stated that nurses have higher scores in terms of professional values, but there is a need for institutional support both in the education process, in maintaining professional values after graduation, in keeping up with scientific publications and participating in scientific activities.

In this study, the relationship between teachers' professional values ​​and lifelong learning tendencies was examined. In this research, descriptive and relational survey model, one of the quantitative research models, was used. The research data collected from "Teachers' Professional Values ​​Scale" developed by the researcher; The "Teachers' Lifelong Learning Scale" which was revised for this study and the personal information form in which the demographic data of teachers. Descriptive statistics, parametric and non-paratmetric tests were used to analyze the data. According to the results of the research, it was determined that there is a high level, positive and significant relationship between the professional values ​​of teachers and their lifelong learning tendencies. Keywords: Lifelong learning, , professional value, teacher, teachers' professional values, values.

The relationship between professional values of nursing students and respectful maternity care: A descriptive and correlational study.

Professional values improve the quality of nurses' professional lives, reduce emotional exhaustion and depersonalization, increase personal success, and help to make collaborations with the members of the healthcare team more frequent. The purpose of this study was to describe the professional values of Turkish nurses and to explore the relationships between nurses' characteristics. This was a descriptive study of a convenience sample consisting of 269 clinical nurses. A questionnaire was used to identify socio-demographic characteristics, and the Nurses' Professional Values Scale was applied. Ethical considerations: Permission to conduct the study was received from the hospital and the Institutional Review Boards of the Süleyman Demirel University ethic committee. The mean scale score of the participant nurses was 165.41 ± 20.79. The results of this study revealed that human dignity was the most important professional value for nurses, and the importance attached to these values showed statistically significant differences by age, length of service, educational level, marital status, position at work, and receiving relevant in-service training. Nurses' Professional Values Scale scores showed that nurses give above average and attached importance to professional values.

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.

Objective To explore the mediating effect of emotional labor between professional values and job burnout among ICU nurses, and to provide a reference for reducing ICU nurses' job burnout and motivating their work enthusiasm. Methods From June to July 2017, 276 ICU nurses from 3 comprehensive ClassⅢ Grade A hospitals in Nanchang were selected as the subjects by convenience sampling. The General Information Questionnaire and Nurses' Emotional Labor Scale, Professional Values Scale and Job Burnout Scale were used to investigate. Structural equation model was used to explore the mediating effect of emotional labor between professional values and job burnout. Results A total of 276 questionnaires were issued and 249 valid questionnaires. The average score of the Nurses' Emotional Labor Scale of 249 ICU nurses was (3.55±0.45) , the average score of the Professional Values Scale was (3.63±0.41) , and the dimensions scores of the emotional exhaustion, depersonalization and personal accomplishment of the Job Burnout Scale were (2.77±1.07) , (1.54±1.26) , and (3.78±1.16) . The structural equation fitting indexes were as follows: χ2/df=1.155, GFI=0.976, AGFI=0.942, RMSEA=0.027. Professional values and emotional labor of ICU nurses had direct predictive effect on job burnout. Professional values also used emotional labor as an intermediary variable, which indirectly affected job burnout. Conclusions Nursing managers should pay attention to reducing the job burnout of ICU nurses by improving the level of ICU nurses' professional values and optimizing their emotional labor strategies from the individual factor level. Key words: Intensive Care Unit; Nurse; Emotional labor; Professional values; Job burnout; Mediating effect

Caring ability and professional values developed and shaped during nursing university studies are often recognised as fundamental components of education and professional nursing attitudes. The aim of this study was to analyse the relationship between caring ability and professional values among nursing students and their correlation with selected sociodemographic variables. A cross-sectional study was conducted among a convenience sample of 379 nursing students. During the research, the Polish versions of the Caring Ability Inventory and the Professional Values Scale were used. The overall result in the Professional Values Scale was 108.78 (SD = 16.17)—which is considered average, and in the Caring Ability Inventory 189.55 (SD = 18.77)—which is considered low. Age correlated negatively with the professional values of students in total and in the subscale “care”; in contrast, “gender”, “place of residence” and “financial situation” did not show any correlation with the level of students’ professional values and caring ability. The professional values and caring abilities of nursing students depended on the year and mode of study and the type of university. The results of the study revealed that the caring ability and professional values of nursing students undergo changes during their education.

For nursing students, close monitoring of the appropriate development of their professional values is an important educational objective, since it may influence crucial areas such as safety and quality of care. Research aims: first, to find development of specific professional values of students at different educational stages characterized by variation in learning methods; second, to examine professional values of nursing students related to their sociodemographic characteristics. The research consisted 261 students that were were divided into three groups based on educational level: novice, advanced, and senior students. Data were collected using the Revised Nurses' Professional Values Scale. The research showed statistically significant differences were found between three groups with different levels of education and in domains of professional values such as caring, activism, and justice. However, no statistically significant differences between nursing student sociodemographic characteristics such as age, gender, status, and education and their professional values overall. It can be concluded that nursing education has a significant effect on development of professional values, especially in the basic training phase, and there is a need to emphasize the application and practice of nursing values, particularly caring, activism, and justice, in theoretical courses.

Nurses are challenged with many situations that require them to solve ethical dilemmas and make moral decisions based on professional values and a sense of accountability and responsibility. To support their decisions, it is important to know how they perceive and relate their ethical ideology, professional values, and clinical accountability in their workplace. The study's aim was twofold: to investigate the ethical ideology and perceived importance of professional values and accountability among nurses. Further, explore the relationship between each of ethical ideology and professional values with nurses' work accountability. A correlational study was conducted in an Egyptian hospital. All nurses were invited to participate = 192, and 150 nurses (78.3%) completed the study questionnaires. The Ethical Position Questionnaire, the Professional Values Scale, and the Clinical Vignettes Assessment for Clinical Accountability were proven to be reliable study measures. Ethics Committee approval, written informed consent, data privacy and confidentiality, and participants' right to voluntary participation and withdrawal were maintained. Nurses showed good ethical ideology (75 ± 6.2) and are more idealistic while maintaining professional values (108 ± 10.8). Most nurses believed they were accountable for documenting errors, completing incident reports, and calling physicians to discuss or manage the situations. Ethical ideology and the idealism subscale were positively correlated with overall nurses' professional values (r = 0.321, p < 0.004, r =0.464, p 0.000), respectively. On the other hand, work accountability showed a partial correlation in some areas with ethical ideology and professional values. Professional values and nurses' accountability appear to be influenced by ethical positions and ideology. Healthcare organizations should provide a supportive work environment to help nurses develop self-awareness, and knowledge of their ethical ideologies, which improve professional values and clinical accountability in their practice. Ethical ideology and professional values should be emphasized more in nursing curricula.