Guérir, réparer, soigner, accompagner. Sur le sujet du care dans Feuilles d’hôpital de Lorand Gaspar

Moral and professional values vary among cultures. The purpose of this study was to explore the moral and professional values of registered nurses at a university medical center in a Middle Eastern country and determine the relationship among formal ethics education, background variables (age, gender, nursing degree, regular daily prayer), and nurses' professional and moral values. A cross-sectional survey method with 123 nurses was used. Data on background variables, moral and professional values, and confidence in ethical decision-making were assessed. Professional values were significantly higher among older nurses and nurses with master's degrees compared with younger nurses and nurses with bachelor's degrees. Daily prayer was related to higher mean scores for moral values. Nurses were confident in their ethical decision-making; however, formal education in ethics did not influence professional or moral values. Although formal education in ethics did not influence the professional or moral values of nurses in Lebanon, this finding does not negate the need for future studies to investigate the content and duration of ethics education that is likely to affect professional or moral values. [J Contin Educ Nurs. 2021;52(9):429-437.].

The purpose of this study was to measure professional and personal values among nurses, and to identify the factors affecting these values. The participants were 323 Israeli nurses, who were asked about 36 personal values and 20 professional values. The three fundamental professional nursing values of human dignity, equality among patients, and prevention of suffering, were rated first. The top 10 rated values all concerned nurses' responsibility towards patients. Altruism and confidentiality were not highly rated, and health promotion and nursing research were rated among the last three professional values. For personal (instrumental) values, honesty, responsibility and intelligence were rated first, while ambition and imagination were rated 14th and 16th respectively out of 18. Significant differences (P < 0.05) were found among some personal and professional values rated as functions of culture, education, professional seniority, position and field of expertise. The results may assist in understanding the motives of nurses with different characteristics and help to promote their work according to professional ethical values.

This study explored the personal, professional, and leadership values of prelicensure nursing students prior to beginning their nursing program. The NurseMetrix values survey (<xref>Koerner, 1995</xref>) was used to understand what values students possess. This descriptive pilot study used a convenience sample (<italic>n</italic>=87) consisted of two nursing cohorts at a Midwestern public university. One cohort (51.7%) was from an undergraduate baccalaureate nursing program; the other (48.3%) was from a 12-month accelerated second-degree baccalaureate nursing program. Researchers used an item-values questionnaire and analysis of variance to examine the variance between the two groups. Pearson’s correlations were used to examine the correlation between the two groups’ values. The analysis revealed no significant differences in personal, professional, or leadership values between the two cohorts (personal: <italic>F</italic>=0.123, <italic>p</italic>=.727; professional: <italic>F</italic>=0.013, <italic>p</italic>=.910; leadership: <italic>F</italic>=0.089, <italic>p</italic>=.766). No significant difference was found between personal and professional values in either cohort. A strong correlation was found to exist between personal and leadership values (<italic>r</italic>=.832) and between professional and leadership values (<italic>r</italic>=.734), regardless of cohort. Results from this study reveal that young nurse professionals have balance in their professional and personal values.

Purpose: Social changes and developments in educational policies bring along changes in the values of the teaching profession. The changing values increase the in-service training needs of the teachers. Although it is aimed to gain prospective teachers the values of the teaching profession in the pre-service period, it is seen that the target is not sufficiently achieved. The present research aims to investigate administrators’ opinions regarding the values that should be gained among classroom teachers through in-service training. Research Methods: This study was designed in a qualitative, case study pattern. The study group was 24 school administrators working in primary schools. The participants were determined using a criterion sampling method. The data were collected by a semi-structured grid form developed by the researchers. Findings: The values to be gained during in-service training among classroom teachers were (i) personal values: openness to innovation, diligence, patience, awareness, honesty, politeness, empathy, consistency and reliability, (ii) professional values: communication, leadership, creativity, collaboration, solidarity and vision, (iii) universal values: love, justice, tolerance and humanism and (iv) cultural values: patriotism, self-devotion and work selflessly. The personal values were in the first priority order of the values that should be gained class teachers through in-service training. Implications for Research and Practice: The findings reveal that classroom teachers should be trained with personal, professional, universal and cultural values in the in-service training process. The personal values should include the values, such as openness to innovation, diligence, patience, awareness, honesty, politeness, empathy; professional values should include the values, such as communication, leadership, creativity, collaboration, solidarity and vision .

The physical therapy profession has adopted professional core values, which define expected values for its members, and developed a self-assessment tool with sample behaviors for each of the 7 core values. However, evidence related to the integration of these core values into practice is limited. The aims of this study were: (1) to gain insight into physical therapists' development of professional core values and (2) to gain insight into participants' integration of professional core values into clinical practice. A qualitative design permitted in-depth exploration of the development and integration of the American Physical Therapy Association's professional core values into physical therapist practice. Twenty practicing physical therapists were purposefully selected to explore the role of varied professional, postprofessional, and continuing education experiences related to exposure to professional values. The Core Values Self-Assessment and résumé sort served as prompts for reflection via semistructured interviews. Three themes were identified: (1) personal values were the foundation for developing professional values, which were further shaped by academic and clinical experiences, (2) core values were integrated into practice independent of practice setting and varied career paths, and (3) participants described the following professional core values as well integrated into their practice: integrity, compassion/caring, and accountability. Social responsibility was an area consistently identified as not being integrated into their practice. The Core Values Self-Assessment tool is a consensus-based document developed through a Delphi process. Future studies to establish reliability and construct validity of the tool may be warranted. Gaining an in-depth understanding of how practicing clinicians incorporate professional core values into clinical practice may shed light on the relationship between core values mastery and its impact on patient care. Findings may help shape educators' decisions for professional (entry-level), postprofessional, and continuing education.

The purpose of this study was to determine the professional and personal values among midwifery students in Turkey and to identify whether the years of study affected these values. A total of 192 participants were asked to prioritize 16 professional and 36 personal values. The relationship between the year of study and value ranking was analyzed by Kruskal-Wallis test. The first three of the professional values were justice, equality, and human dignity. Equality ranked sixth among the personal terminal values, and it increased with the years of study. Of personal instrumental values, responsibility and cleanliness ranked second and fifth, which are of central importance for the profession of midwifery. However, the other two important values, privacy and preventing unnecessary suffering, ranked lower when the years of study increased, in other words when the students confront clinics. Since these values are important for midwifery, ethics courses should be given throughout the midwifery education to prepare students for the challenges they face in the clinical environment.

Professional values form the ethical foundation of nursing practice and are essential for ensuring quality, equitable, and patient-centered care. Despite their importance, individual and organizational factors can influence the consistent application of these values in clinical settings. Objective: This study aims to assess the prevalence, perception, and application of professional values among nurses working in tertiary care hospitals in Lahore, Pakistan. Methods: A descriptive cross-sectional study was conducted among 120 registered nurses using a structured, validated 26-item questionnaire. The Punjab Institute of Cardiology and the Mayo Hospital recruited participants through convenience sampling. Descriptive statistics summarized demographic data and item responses. Internal consistency was evaluated using Cronbach’s alpha, and construct validity was tested through the KMO measure and Bartlett’s Test of Sphericity. Results: Most female respondents (99.2%) worked primarily in emergency or general wards. Nurses agreed with integrity, patient privacy, and professional responsibility values. The lowest scores were associated with ethically sensitive decisions such as refusal of care based on personal values. The scale demonstrated high internal reliability (Cronbach’s alpha = 0.920) and strong construct validity (KMO = 0.858, Bartlett’s p &lt; 0.001). Education level and clinical experience were positively associated with higher value adherence. Conclusion: While nurses generally recognize professional values, practical challenges hinder their consistent application. Strengthening ethical training, institutional support, and mentorship programs is essential to reinforcing value-based practice across all clinical settings.

The aim of this study was to explore and compare the self-reported general and professional values in undergraduate student nurses and nurse educators in Lithuania. Contemporary nursing requires strong moral motivation and clear values as nurses confront many ethical dilemas in their practice. Students acquire essential values of the nursing profession through the appropriate role modelling of their educators. Nursing students seek to become capable in providing ethical and professional patient care while their educators attempt to model desired behaviours. A national cross-sectional comparative study was carried out in March 2011. Four-hundred eight respondents participated: 316 undergraduate nursing students and 92 nurse educators. A 57-item questionnaire was delivered to nursing programs at three universities and six colleges. Permission to conduct the study was granted by The Center on Bioethics. Student nurses and their educators rated the general value of altruism equally. Educators, in comparison with students, ranked honesty and intellectualism significantly higher and more often admired truth-telling in any circumstance. Students were more likely to avoid intellectual challenges in reading and placed lower importance on academic qualifications for career advancement. The professional nursing values of honesty, intellectualism and authority were ranked significantly higher by nurse educators than student nurses. The study revealed differences in self-reported general and professional values in undergraduate student nurses and nurse educators. The values of nurse educators were not always stronger than those of students. Positive relationships between particular general and professional values in both students and educators confirmed the link between professional and personal values.

Professional standards and the Codes of Ethics from the International Council of Nurses and American Nurses Association are frameworks driving professional practice and are linked to positive patient and nursing outcomes. To describe qualitative themes extracted from narrative responses on how nurses' personal values influence nursing care and converge with quantitative results assessing personal values, professional values, and the practice environment, a key component of nurse satisfaction and subsequent care quality. A convenience sample of nurses across 19 sites within a large nonprofit healthcare system was surveyed. Quantitative measures included the Short Schwartz's Value Survey for personal values, the Nurses Professional Values Scale-3 for professional values, and the Practice Environment Scale of the Nursing Work Index, assessing practice settings. Concurrently, nurses were asked, "How do your values influence the care you provide?" Responses were examined using a descriptive qualitative method for thematic analysis. The sample included qualitative (n = 408) and quantitative (n = 671) responses. Six qualitative themes emerged: patient-centered care, professionalism/integrity of practice, advocacy, dissonance, golden rule/ethics of reciprocity (religiosity), and perseverance. Themes converged with the mean personal values of achievement, self-direction, universalism, benevolence, tradition, and conformity, and diverged with hedonism, security, and stimulation. All professional values factor means and work environment subscale means converged. Findings highlight convergence and divergence between qualitative and quantitative responses from nurses, offering new insights into the themes of dissonance, perseverance, and religiosity. The findings present valuable opportunities to enhance recruitment and retention strategies.

Getting ready for the future: assessing and promoting graduate students’ organizational values

SERVICE-LEARNING (SL) IS A FORM OF EXPERIENTIAL LEARNING THAT CONNECTS MEANINGFUL COMMUNITY SERVICE WITH ACADEMIC INSTRUCTION WHILE EMPHASIZING REFLECTIVE THINKING AND ANALYSIS. Students and recipients of service create a reciprocal relationship that enhances learning and strengthens communities (National Service-Learning Clearinghouse, 2012). According to the nursing literature, one student benefit of SL is enhancement of personal and professional values development (Mueller & Norton, 2005), a central purpose of nursing education. This article reports the findings of a randomized, controlled experimental study of the efficacy of SL as a method to enhance professional nursing values development. The study was designed to determine whether nursing students in a baccalaureate program who completed an SL assignment scored higher on the Nursing Professional Values Scale-Revised (NPVS-R) (Weis & Schank, 2009) compared to an attention control (AC) group of students who completed a traditional learning assignment. It was hypothesized that students who completed the SL assignment would score higher. Background Although a great deal has been written about benefits and methodologies of SL, there is a dearth of empirical evidence in the nursing literature (Stallwood & Groh, 2011). Only Bentley and Ellison (2005) published SL research that used an experimental design. Qualitative data revealed that SL participants reported an increased awareness of community needs and believed they had a responsibility to serve the community. Quantitative analysis of course grades and scores on a commercially available standardized exam found no statistically significant difference between study and control group students. There has been no published study that applied experimental methods to evaluate the efficacy of SL to teach professional nursing values development. Method This study used an experimental, two-group, posttest-only design. The setting was a school of nursing within a health science center. The research was conducted during a required three-credit didactic course in the third semester of a four-semester BSN curriculum. Institutional review board approval was received from the study institution and the author's doctoral program. Before the course began, students were randomly assigned to the SL intervention group and the AC group. Students in each group were further randomly divided into small groups of five to seven students to facilitate online asynchronous discussion. Random assignment was accomplished using a function in Blackboard that randomly enrolls students in groups. The intervention group provided three hours of service at a non-profit organization that secures, packages, and distributes unused medical equipment and supplies to health care providers in less fortunate countries. Via online asynchronous discussion, students reflected on their SL experience and the core nursing values of altruism, autonomy, human dignity, integrity, and social justice (American Association of Colleges of Nursing, 2008); they also wrote a reflective essay exploring the impact of the SL experience on their professional values. Attention control methods provide an activity that is concurrent with, and equivalent to, the experimental intervention (Lindquist, Wyman, Talley, Findorff, & Gross, 2007). Students in the AC group attended a professional nursing meeting and observed leadership behaviors; later, they participated in an online asynchronous discussion and wrote a paper describing their experience. During course orientation, students were given instructions on completing their respective assignments. They were given information about the study and told that completion of the NPVS-R was voluntary and would not affect their grade. Students completed the online survey at the end of the semester; Survey Monkey was used to ensure anonymity. The NPVS-R, used to measure professional values postintervention, is a norm-referenced instrument derived from the 2001 American Nurses Association Code of Ethics for Nurses. …

Values grading among nursing students – Differences between the ethnic groups

The purpose of this study was to identify the most important contemporary professional nursing values for nursing clinicians and educators in Taiwan. Nursing values are constructed by members of political and social systems, including professional nursing organisations and educational institutions. Nurses' personal value systems shape the development of these professional values. An understanding of nurses' perceptions of professional values will enable the profession to examine consistencies with those reflected in existing and emerging educational and practice environments. A qualitative descriptive study was conducted using the focus-group discussion method. A purposive sample of 300 registered nurses in Taiwan, consisting of 270 nursing clinicians and 30 faculty members, participated in 22 focus-group interviews. Data were analysed using a systematic process of content analysis. Six prominent values related to professional nursing were identified: (a) caring for clients with a humanistic spirit; (b) providing professionally competent and holistic care; (c) fostering growth and discovering the meaning of life; (d) experiencing the 'give-and-take' of caring for others; (e) receiving fair compensation; and (f) raising the public's awareness of health promotion. Four background contexts framed the way participants viewed the appropriation of these values: (a) appraising nursing values through multiple perspectives; (b) acquiring nursing values through self-realisation; (c) recognising nursing values through professional competency and humanistic concerns and (d) fulfilling nursing values through coexisting self-actualisation. A conceptual framework was developed to represent this phenomenon. The most important professional nursing values according to the perspectives of nurses in Taiwan were identified. These values reflect benefits to society, to nurses themselves and to the interdisciplinary team. Nurses' awareness of their own values and of how these values influence their behaviour is an essential component of humanistic nursing care. Nursing educators need to develop better strategies for reflection and integration of both personal and professional philosophies and values.

When considering the theme of values ​​as part of the field of interdisciplinarity, a broader discussion is encouraged regarding the conception of nurses' professional and personal values ​​and their relationship with one of the most renowned theories in social and transcultural psychology. Thus, this protocol aims to map, in the light of Schwartz's Refined Theory of Values, studies on the personal and professional values ​​of nurses in different health care scenarios. This is a protocol based on the recommendations of the Joanna Briggs Institute and the checklist Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews. The research question was developed based on the Population, Concept and Context strategy. The databases used will be: Cochrane Library; BASIS; LILACS, MEDLINE via PubMed; Scopus; ScienceDirect; and WOS. The selection will take place by reviewers, using the EndNote Web® software. Data extraction will be recorded in a spreadsheet covering: author(s)/year/country/journal, title, objective, study design, evidence (value approach) and methodological quality of the study, the latter through JBI Critical Appraisal Checklist for Studies Reporting Prevalence. The results will be presented in tables with narrative discussion. Mapping the professional and personal values ​​that are related to nurses' performance in different health care scenarios in the light of Schwartz's Refined Values ​​Theory may lead to reflection on the fundamental values ​​of nursing and the ethical behavior of its professionals.

Because conflicts between personal and professional values can interfere with ethical decision making, a goal of counselor education must be helping students reconcile such conflicts. This article describes one counselor educator's experience teaching ethical decision making and the effects on student learning. Growth was observed in increased tolerance for ambiguity, awareness of how values influenced decision making, use of multiple factors in decision making, and emphasis on the welfare of clients. Implications for teaching and future research directions are discussed.