Development Of Professional Values Research Articles

Professional values gained in postgraduate nursing education from the perspectives of master's and doctorate graduates: A mixed-methods study.

To determine the professional values of graduates of master's and doctoral programs in nursing and their views on the contribution of postgraduate education to their professional values. In postgraduate education, which is an important catalyst of professional identity development, a professional is expected to specialize in a field, get into more depth professionally, internalize professional values, and reflect and strengthen these values. To shed light on this expectation, more information is needed to assess the impact of postgraduate education on professional values. A convergent parallel mixed-methods design was used. Data were collected for the quantitative part of the study for 385 graduates of postgraduate nursing education programs in Turkey who were selected using the snowball sampling method, while the maximum variation sampling method was used to collect data from 12 individuals for the qualitative part of the study. The Nurses Professional Values Scale (NPVS) and a Semi-Structured Interview Form were used to collect data in October-December 2022. The quantitative data obtained in the study were analyzed using the SPSS software, and the qualitative data were analyzed using the MAXQDA software. The mean total NPVS score of the participants was 130.32±21.34 (possible range: 31-155). Among all dimensions, the highest mean score of the participants was in the caring dimension, followed by professionalism and activism. There were significant differences in the NPVS total and subscale scores of the participants based on their views on the contributions of age, institution where they worked, marital status, position at work, and postgraduate education to the acquisition of professional values. In the qualitative dimension of the study, two main themes were identified. One of these themes was the theme of professional values in postgraduate nursing education that covered the categories of professional values gained through postgraduate education, professional values that a nurse who has completed postgraduate education should have, and professional values in postgraduate nursing education. The second theme was the theme named recommendations for providing nurses with professional values through postgraduate education. The integration of data from both components indicated that the qualitative interviews enriched the quantitative findings. It was concluded that postgraduate nursing education programs contribute greatly to the professional values of graduates and strengthen their professional values. Forthe future of nursing, increasing professional strengths and visibility is significantly associated with professional values. This situation requires nurses with strong professional values. Graduate education programs in nursing should be developed in this direction and focus on development of professional values.

Professional Values of Public Relations Specialists

The article is devoted professional values of public relations specialists in the context of the formation and management of public opinion in the context of current social challenges. The media space of media specialists is associated with certain professional risks. The high level of media activity of students increases the level of such risks. Negative consequences are associated with the possible occurrence of professional deformation, violation of a specialist’s psycho-emotional state of a (professional burnout, etc.), the destabilization of his system of value orientations. The analysis of theoretical and empirical material, including the results of the author’s research of future public relations specialists’ media literacy, indicates that there are certain concerns about the understanding and formation of professional value among future media specialists. Public relations specialists are directly involved in the formation and filling of the information space and its agenda. They have a significant impact on the mood in society and social reality, on the preferences and views of the target audience. The results of the study allow the authors to assert that in modern conditions it is necessary to create a system for the development of professional values of public relations specialists, taking into account the new risks of modern social reality. Such system should be aimed at creating a safe information space, protected from fake and deliberately false information, negative manipulation of public consciousness, destabilization of political, social, economic and other processes and the values of citizens.

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

BackgroundEducation 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.AimsTo construct a professional values growth theory for undergraduate nursing students and develop a corresponding education framework.MethodsThrough 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.FindingsA 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.ConclusionThe 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.

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

BackgroundThe 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. PurposeThis cross-sectional and correlational study aimed to examine the mediating effect of empathy between moral sensitivity and professional values. MethodsThis 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. ResultsThe results showed that moral sensitivity affected undergraduate nursing students' professional values not only directly but also indirectly through empathic tendency. ConclusionsThe 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.

Модель ценностей цифровой образовательной среды как ориентир профессионального воспитания будущих учителей

The study aims to establish a correspondence between the capabilities and values of the digital educational environment (DEE), educational strategies and the emerging promising competencies of a future teacher, as well as value risks in new educational conditions. The paper presents the understanding of professional education in the modern educational environment of the university as a process implemented complementarily in the environment of interpersonal interaction and in the DEE, taking into account the variable possibilities for the development of professional values by a future teacher. The scientific novelty lies in the substantiation and development of a model of DEE values to determine the ratio of traditional and new values of education in the context of professional education of future teachers. As a result, on the basis of the developed model, the researcher has formulated proposals for the harmonisation of the process of professional values mastery by future teachers in the educational environment enriched with digital tools and services.

Practical Training of Students as a Component оf the Educational and Professional Space of the Institution оf Higher Education: Traditions and Innovations

The purpose of the work is to outline the concept of "educational and professional space of a higher education institution" and characterize its content. The study focuses on the educational and professional programs "Documentology, management of state authorities and local self-government" and "Management of social and communication networks, Internet marketing" of the specialty "Information, library and archival affairs", which are implemented by the Kyiv National University of Culture and Arts. The methodology of the work consists in the analysis and synthesis of the scientific works of the authors on the research of the outlined problem, a hypothetical-deductive method for outlining the content of the concept of "educational and professional space of a higher education institution" and identifying its main components. The scientific novelty of the study consists in characterizing the content of the concept of "educational and professional space of a higher education institution", identifying its system-forming components – content and organizational and communicative, and delineating its components both traditional (types of practice as a structural component of the educational process of training a specialist), and innovative - dual education for the training of specialists in the specialty "Information, library and archival affairs". Conclusions. Today, the educational space of a higher education institution is moving to a new qualitative level and should be defined as an educational and professional space in which subject-subject interaction of potential employers with students, representatives of higher education institutions takes place, not only from the point of view of established forms of practice as a structural component of educational process, and is carried out in the implementation of an innovative form of educational and professional training - dual education. Practice as a structural component of the educational process corresponds to the initial stage of professionalization and is a process of involving an individual in professional activity and improvement in one of the directions of this activity, is a means of adapting students to professional activity, contributes to the development of professional culture, innovativeness of professional activity, development of professional values, identification of behavior with the norms of professional ethics. The introduction of dual education for the innovative specializations "Documentology, management of state authorities and local self-government bodies" and "Management of social and communication networks, Internet marketing" with the specialty "Information, library and archival affairs" is due to the infrastructure of document-information and social-communication types activities and will ensure the integration of education, science and practical activities in the document and information field. Keywords. Educational and professional space, institution of higher education, dual education, information, library and archival affairs.

ПРОБЛЕМА АКСІОЛОГІЗАЦІЇ ПРОФЕСІЙНОЇ ПІДГОТОВКИ МАЙБУТНЬОГО ВЧИТЕЛЯ ПОЧАТКОВОЇ ШКОЛИ В НАУКОВИХ СТУДІЯХ

The article analyzes some aspects of axiologising the professional training of the future primary school teacher, presented in scientific studies. The problem of value orientation of higher pedagogical education, axiologising professional training of the future specialist, formation of his worldview position, value-targeted guidelines conceptualizing pedagogical activity, giving it meaning, integrity, universality and uniqueness is updated. The scientific discourse supports the opinion that the process of value formation of a future teacher at the stage of professional and pedagogical training involves a purposeful, systematic movement through cognition, value comprehension and evaluation to the creative transformation of knowledge, the formation of the ability for constant self-development and self-improvement, and the formed value orientations are the basis of formation value attitude of the individual to the future pedagogical activity. Attention is focused on defining the basic values of university education, which act at each stage of professionalization as moral imperatives and are the basis for self-organization and self-development of pedagogical activity, teacher-student interaction. An overview of the scientific ideas of the famous Ukrainian teacher, scientist O. Savchenko regarding values in the professional activity of a teacher, where, based on the idea that values characterize the socially and personally significant meanings of a teacher's professional activity, the addition of the theory and practice of the development of professional values of a teacher by filling new meanings of axiological concepts is emphasized, conclusions are made regarding the system- forming nature values in the activity of the teacher. It is summarized that positive changes in society indirectly depend on similar changes in the system of professional education, humanization of social life and humanization of education - on the axiological basis of the teacher, where the main criterion is his professional training from the standpoint of awareness of the realities of the modern world, axiological priorities as socially and personally significant meanings that actively stimulate the professional and pedagogical training of a modern primary school teacher in the conditions of personally oriented education.

The Effect of Covid-19 Fear and Death Anxiety on the Professional Values of Intern Nursing Students Before Clinical Practices

Aim: The study was conducted to determine the effect of COVID-19 fear and death anxiety on intern nursing students before they enter clinical practice, focusing on changes in their professional values.
 Method: The population of this descriptive and cross-sectional study included a total of 218 intern nursing students from a university in Turkey, the sample of the study consisted of 215, which is among the top five provinces where the COVID-19 pandemic is felt most intense in Turkey.
 Results: The students had moderate COVID-19 fear and death anxiety and good professional values. A positive correlation was found between the level of the COVID-19 Fear Scale and both the Abdel-Khalek Death Anxiety Scale and the safety sub-dimension of professional values. All of the sub-dimensions of professional values and fear of COVID-19 median were found to be higher in the students who desire to clinical practice. The factors affecting the Death Anxiety Scale included caring for bedridden patients. Further, fear of COVID-19 factors affecting was the desire for clinical practice negatively.
 Conclusion: During the pandemic process, it was determined COVID-19 fear and death anxiety. It was determined that the professional values of the students were not affected and those with high human dignity, responsibility, and safety values wanted to start clinical practice. So, it is thought that psychological counseling and pieces of training for the development of professional values will be beneficial in the prevention of leaving the profession or in the development of values during the pandemic process.

The System of Organization of Volunteer Activity in a Pedagogical University

The article is devoted to the study of the organization of volunteer activities in a pedagogical university as a socially significant phenomenon. The authors considered the content of the concepts “volunteer activity”, “educational space”. The features of the organization of volunteer activities in a pedagogical university are highlighted. It is determined that volunteering is one of the important factors in the formation of the civil and personal position of students in today’s complex world. The development of the volunteer movement, the process of its institutionalization, shows its scale, focus on various spheres of human life, and is of great interest for research. The system of organizing volunteer activities in a pedagogical university has a number of features related to interpersonal communication of student youth, professional orientation and preparation for independent living. Volunteer activity carried out at the Pedagogical University acts as a kind of connecting link between theory and practice, since the inclusion of future teachers in it contributes to the development of an active professional position and the development of professional values in practice. The authors conducted a survey of 3-4 year students in the amount of 120 people from February 5, 2022 to March 10, 2022 in order to study the motivation and involvement of young people in voluntary work in the name of the common good. The accumulation and analysis of the data obtained led to the conclusion that volunteering is attractive to students, as it allows solving certain social issues.

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

ObjectivesPerceived 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.MethodsThis 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.ResultsA 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.ConclusionsResults 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.

Professional values in student nurse education: An integrative literature review.

The aim is to understand current research into the impact of undergraduate nursing education on the development of professional values. 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. An integrative review of the findings was conducted to provide insight into the current research on the professional value development in undergraduate nurses. CINAHL, PubMed and Scopus. 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. 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. 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.

An analysis of the effect of nurse managers' toxic leadership behaviours on nurses' perceptions of professional values: A cross-sectional survey.

This study aimed to investigate whether or not the toxic leadership behaviours of nurse managers influence nurses' perceptions of professional values. Professional values are among the factors that influence the development and the enhancement of the quality of health services. The professional development of nurses at work is particularly shaped by the guidance and counselling of nurse managers. Therefore, it is vitally important to determine the effects of nurse managers' toxic leadership behaviours on nurses' perception of professional values in terms of the development of professional values and the nursing image. This study was designed as a descriptive and correlational study and was conducted with 244 nurses working in a university hospital between 09.01.2020 and 12.03.2020. The study data were collected using a Personal Information Form (11 questions) designed by the researchers in line with the recent literature, the Nurses Professional Values Scale-Revised (NPVS-R) and the Toxic Leadership Scale. The study data were analysed with SPSS 25.0, and they were evaluated using frequency, percentage, the Mann-Whitney U test and the Kruskal-Wallis H test, one-way ANOVA, the t-test for independent groups, the Cronbach alpha coefficient and Spearman correlation coefficient methods. The significance level was taken as p < 0.001, and p < 0.05 was used to interpret the study results. The mean age of the nurses in the study was 31.79 ± 6.68 years. A statistically significant difference was found between the scores for the NPVS-R and their previous education about leadership (U:5.273, p < 0.05). A significant difference was also noted between the Toxic Leadership Scale scores and the educational status of the nurses (𝜒2 = 9.971, p < 0.001), whether or not they deliberately chose nursing as a profession (U:7.777, p < 0.05), whether or not they willingly served as a nurse (U:8.458, p < 0.001) and whether or not they willingly served in their current unit (U:8.475, p < 0.05). The total score and the subdimension scores of the Toxic Leadership Scale and NPVS-R Scale were not significantly correlated (p >0.05). The results demonstrated that nurses who deliberately chose nursing as a career option, who willingly served as a nurse and who willingly served in their current units were comparatively less influenced by the managers with toxic leadership attitudes. It was similarly determined that nurses with higher levels of education and those who received in-service training were less influenced by toxic managers. It was finally noted that working with toxic managers had no significant effect on the nurses' perception of professional values. The results indicated that although toxic leadership and nurses' perception of professional values were not significantly correlated, toxic behaviours may cause a depreciation in nurses' perception of professional values and beliefs, as noted in other relevant studies. It is thus necessary to be aware of the effects of toxic leadership behaviours on nurses and the institution and that precautions be taken by management against any negative effects. Supporting nurses with in-service training and building up resistance against toxic leadership behaviours will be beneficial for the proper and effective functioning of the institution.

АКСІОЛОГІЧНІ ЗАСАДИ ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ ПЕДАГОГІВ ГІРСЬКИХ ШКІЛ РЕГІОНУ УКРАЇНСЬКИХ КАРПАТ

The article reveals the axiological principles of professional activity of teachers of mountain schools in the Ukrainian Carpathians region, points to the leading ways of their formation The authors identify the essential characteristics of professional values as the logical and meaningful foundations of pedagogical axiology in the framework of innovative technologies for training a specialist in the pedagogical field, ready for professional activity in the socio-cultural space of the mountain school. It is emphasized that professional and universal values are manifested in two aspects: procedural and substantive. It is indicated that the system of criteria for personal development of professional values contains cognitive, evaluative-emotional, ideological, behavioral components. It is emphasized that mastering professional values will be effective if the novice teacher is provided with timely methodological assistance in clarifying the essence of values and specific features of the process of their assimilation. Researchers substantiate the fundamental need to establish in the minds and self-consciousness of the teacher, the priority of spiritual and moral, national and ethnocultural values of national pedagogical heritage as one of the foundations of raising the status of teachers in society and school. In summary, we characterize the professional values of the teacher ZSSO mountain area as a unique set of integrated personality traits, manifested in a selective attitude to different types of pedagogical activities depending on the level of experience of sociocultural activities, ethnocultural values, professional knowledge, skills and abilities. , attitudes, assessments, ideals and interests of the individual and develop in terms of professional development and mobility of the teacher. We see prospects for further research in the study of innovative forms and methods of training teachers to implement the axiological approach to the educational process of general secondary education.

Experiences of Patients Undergoing Emergency Surgery in Covid-19 Pandemic: A Qualitative Study.

The purpose of the study was to examine the experiences of patients undergoing emergency surgery during the Covid-19 pandemic. In-depth semi-structured interviews were conducted with 15 patients. Data analysis was performed using MAXQDA 20 software, and the descriptive and relational analysis method was used in the analysis of the data. Three themes were defined in the study: (a) Categories of the theme of corporate obligation: Corporate protective precautions, Covid-19 related training, individual protective precautions, and preoperative preparation; (b) Categories of the theme of challenging dilemma related to surgery: psychological factors and the difficulties of surgery in the pandemic; and (c) Categories of the theme of development of professional values: Communication with health workers, support, professionalism, and patient–institute trust relationship. We determined in the study that participants had positive and negative deep experiences. In the relational analysis, participants expressed opinions about trust in hospital staff and health workers, as well as about professionalism, environmental hygiene, physical distance, and mask necessity. The results of this study could help nurses identify the needs of patients undergoing emergency surgery during the Covid-19 pandemic, including informing and training about the surgery and discharge process, healthy communication, and psychological support.

Preclinical Lectures in Medical Formation: Professionalism, Ethics and Responsibility

"Future doctors are the result of the present-day medical education and they bear the professional and attitudinal imprint of their mentors and instructors. The academic interaction between students and professors represents a key element in the scientific and professional training of future health care providers. Preclinical disciplines represent the foundation of the medical training system, on which the student will develop and integrate clinical skills. Therefore, preclinical topics have to offer accurate and updated information, working paradigms, and approaches to the development of professional values and ethical attitudes. Taking as starting point the teaching experience of the authors, we focused on the analysis of the interaction between three key concepts – professionalism, ethics and responsibility – concerning both the instructor and the student. These interrelated concepts will be approached from the viewpoint of all participants, instructors and students, in the contemporary context of the enormous volume of ever-changing scientific information and of the easy access to it. In order to select accurate data needed today and equally oriented towards future, information should always be filtered. The instructor is responsible not only to provide students with scientific data but also to stimulate and to develop flexibility, openness and critical thinking, while respecting ethical values. Through the offered scientific content, approaches, professional values and ethical attitudes, instructors transmit to the students a model of integrity in profession, ethics and responsibility, which will have consequences on the way they will choose to practice health care and medical research professions. "

Professional Values Development Among Jordanian Baccalaureate Nursing Students.

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. Educational curricula reinforce professional values among nursing students. A cross-sectional design was used; the questionnaire included a demographic variable survey and the Nurses Professional Values Scale-3. 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. The development of professional values is associated positively with practice and employment status; clinical experience improved students' sense of professionalism.

Coaching Versus Competency to Facilitate Professional Identity Formation.

Professional identity formation, with its focus on the development of professional values, actions, and aspirations, is the ideal goal of medical education. Medicine is a community of practice, and medical education is a socialization process by which novice trainees become full community members. The authors believe coaching provides an ideal means for promoting this socialization process to develop a learner's identity as they engage in the community. Coaching involves an orientation toward growth and development, valuing reflection and nurturing continuous reflection, and embracing failure as an opportunity for learning. However, there are challenges to implementing coaching in medical education. Competency-based medical education has provided clear outcomes (competencies) for medical education and programs of assessment around these competencies. Yet, there is a tension in medical training between professional identity formation (the process of socialization into the profession) and the formal assessment process. The ideal of multiple low-stakes assessments and written evaluations, intended as formative assessments, are perceived by residents as high-stakes evaluations with significant consequences for their future. The authors present a resident story that highlights this tension. They outline Goffman's theory of impression management, postulating that medicine's assessment system encourages residents to stage a performance for evaluators that displays their competence and conceals their perceived weaknesses. This performance hinders coaching and the formation of an appropriate professional identity. Coaching, the authors believe, provides a model that aligns assessment and professional identity formation. Given the challenges to implementing coaching in medical education, the authors propose several questions to contemplate when integrating coaching into medical education to facilitate the goal of professional identity formation.

An Exploration of Professional Value Development in Associate Degree Nursing Students

Knowledge of professional nursing values must be supported in academia and acquired prior to graduation. Without a basic understanding of professionalism and internalization through socialization to the role of the nurse, new graduate performance and care quality deteriorate as values are abandoned. The American Nurses Association’s (ANA) Code of Ethics defines nursing professional values, but varied educational presentation may affect knowledge. The best method to achieve internalization of professional values remains widely debated. The purpose of this quantitative, nonexperimental study was to measure knowledge of professional nursing values of students in an Associate Degree in Nursing (ADN) program using the Nurses Professional Values Scale-3 (NPVS-3) before and after participation in a leadership course in the final semester. Miller’s Wheel of Professionalism, based on the ANA’s Code of Ethics, provided a foundation for this study. Collected data was analyzed using the Wilcoxon Signed Rank Test and revealed no statistically significant change in knowledge after completing the leadership course. The literature review and findings of this study suggest that continued research is necessary to understand how knowledge of professional values is obtained in pre-licensure ADN students and the best pedagogical method of delivery. Furthermore, this project may have application for healthcare leaders to support continued value development for practicing nurses.

Examining professional values among nursing students during education: A comparative study.

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.

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

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. To explore personal values held by nursing students, and to verify if and how gender and year of study affect nursing students' personal values. A multicenter, cross-sectional study was used. 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 approval was obtained from the Institutional Review Boards of the University of the participating centers. 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. 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. Nursing educators might want to consider the findings from this study while guiding students in developing awareness for their personal values.