Development Of Professional Values Research Articles

A Self-Directed in Learning among Undergraduate Nursing Students’ in School of Nursing and Midwifery, TUMS, Tehran, Iran

Back ground: Teaching-learning contributes to the development of professional values, attitudes and behavior through a partnership of accountability between teacher and learner. Objective: To determine self-directed in learning among undergraduate nursing students’ in School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran. Method: A cross sectional descriptive study was conducted from Jan, 2013 up to March, 2014 at school of nursing and midwifery of Tehran University of Medical Sciences, Tehran, Iran. A total of 232 undergraduate nursing students’ were involved in the study. Data was collected from selected students through an anonymous self-administrated questionnaire. The questionnaire was divided into two sections including (a) demographic profile and (b) Fisher’s Self-Directed in Learning Readiness questionnaire. Data analysis was carried out by using the latest version of the statistical software package SPSS (Version-21). Descriptive and analytical statistical test were used to analyze the data. Results: A total of 232 participated in study of determination of self-directed in learning among undergraduate nursing students’ in School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran. One hundred forty-three participants were female (61.6%), and 89(38.4%) of participants were male. The majority (60.8%) of participants were in the age group of 20 -25 years.. The majority (90.52%) of subjects self-directed in learning readiness were in the level of Self-Control (Score >150). The mean score of self-management, desired for learning, Self-control and the overall SDLR were similar in a student’s (31.84± 6.174; 31.83 ±6.177). Conclusion: Not all students are self-directed, and this study suggests that mature students are more self-directed than that entering nurse education direct from high school.

Factors influencing development of professional values among nursing students and instructors: a systematic review.

Introduction:Professional values are standards of behavior for performance that provide a framework for appraising beliefs and attitudes that influence behavior. Development of professional values has been a continuous and long process and it is influenced by different factors. The aim of this study is “assessing different factors influencing development of professional values among nursing students and instructors”.Method:In this systematic review, a broad research was performed to find articles from Persian and English databases: pub Med, Pro quest, Elsevier, SID, Google scholar, Ovid and Iran Doc; nursing student, instructors, ethics, professional value, ethical value and educators were used as the key words. Among 3205 achieved articles, by eliminating repeated ones, 22 articles were assessed during the period 1995–2013. Data achieved from the articles were summarized, categorized and analyzed based on the research question.Results:In this study “education and achieving professional experiences”, “Students and instructors’ perspectives on professional values”, “the role of culture in considering and developing professional special values” and “the effect of learners’ individual characteristics” were extracted as the four main themes.Conclusion:Considering the effect of educational, cultural and individual factors in developing nurses’ professional values; it is recommended to the educational and health centers to consider value-based cares in clinical environments for the patients in addition to considering the content of educational programs based on ethical values in the students’ curriculum.

Domain of Competence: Personal and Professional Development

The domain of personal and professional development was constructed as a new domain of competency on the basis of the Association of Pediatric Program Directors' (APPD) input during an ethnographic inquiry1 at the 2009 fall APPD meeting. This new domain encompasses both individual aspects of professional formation, characterized as the development of professional values, actions and aspirations,2 as well as overarching concepts of global professional attributes, such as trustworthiness. In a brief glance at the 8 competencies within this new domain, one will observe that these new areas stand on their own as important competencies.

Teaching professionalism in the perioperative environment

All health-care students learn in complex, multifaceted environments and sometimes it is difficult for them to understand their professional responsibilities and obligations. Teaching professionalism is now considered by most multidisciplinary health educators to be an essential core skill included in their course curricula. However, some would argue that certain aspects of professional behaviour are unteachable. This article examines operating department practice (ODP) curricula and discusses possible teaching methods that can be used to teach and promote professional behaviours among ODP students. An important aspect of teaching professionalism is the incorporation of the many parts into a whole and this article considers how to teach all aspects of professional behaviour in a perioperative environment from student, through to experienced practitioner. The aim of teaching professionalism in a multiprofessional environment, where students learn from real life practice experiences, incorporating the values and behaviours of their mentors and the wider professional team, allows the internalisation, understanding and development of professional values, attitudes and cultures. Therefore, explicitly teaching professionalism may put the public's mind at rest in addition to producing well-rounded professionals, who are not just competent and safe, but have expected professional values and attitudes.

A Comparison of Professional Value Development Among Pre-Licensure Nursing Students in Associate Degree, Diploma, and Bachelor of Science in Nursing Programs

The aim of the study was to compare the development of professionalism in pre-licensure nursing students in associate degree, diploma, and baccalaureate programs. Concerns have been raised about whether professional values to guide nursing practice are consistently instilled within nursing education programs. Degrees of professionalism were operationally measured by the 26-item Nurses Professional Values Scale-Revised (NPVS-R) (Weis & Schank, 2009) in a convenience sample. ANOVA analysis (p = 0.0003) and then pairwise t-test analysis (p = 0.0004) revealed statistical significance when comparing NPVS-R scores and educational preparation. Differences between professional values scores and levels within each program revealed significance for the diploma students (p < 0.0001). Secondary subanalysis of the NPVS-R factors among levels and between educational preparation again revealed significance. Curricula revisions, faculty reflection and enrichment, as well as active student engagement are warranted to more vigilantly enhance the role formation process.

Evaluation of the validity and reliability of the Korean version of the Nursing Professional Values Scale—Revised

The development of professional values is a significant factor in improving nursing practice. It is important to develop nursing curricula for establishing and investigating nursing students' professional values. Professional values of Korean nursing students may differ from those of nursing students in other countries, and research on the professional values of Koreans using a validated scale is needed. The purpose of this study was to test the validity and reliability of the Korean version of the Nursing Professional Values Scale-Revised. Convenience samples of 1077 baccalaureate nursing students were recruited from four universities in Korea. Construct validity and internal consistency reliability using explanatory factor analysis were examined. The validity was obtained using a principle component analysis of a five-factor structure (variance explained 58.90%). The five factors were labeled human dignity, professionalism, innovation, contribution, and advocacy. The Cronbach's alphas were .93 for the total scale and .89-.62 for the subscales. The overall Korean version of the Nursing Professional Values Scale-Revised was valid and reliable for measuring nursing professional values. Criterion-related validation of the Korean version of the Nursing Professional Values Scale-Revised and the development of items congruent with Korean culture are needed to support the validity and reliability of the Korean version of the Nursing Professional Values Scale-Revised.

Service-Learning and Nursing Professional Values Development:An Experimental Research Study

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. …

The Community Patient Resource Group: A Novel Strategy for Bringing the Clinic to the Classroom

Background and Purpose. Creating an authentic context for learning within the classroom setting can be challenging for academic educators. The use of case studies and standardized have been described in the literature; however, the use of real in the classroom has not been extensively reported. The Krannert School of Physical Therapy (KSPT) at the University of Indianapolis has developed a unique program called the Community Patient Resource Group (CPRG) that provides the opportunity for faculty members to systematically access and integrate actual within the classroom setting on an ongoing basis throughout the curriculum. The purpose of this paper is to describe the CPRG and how faculty and students perceive it contributes to student learning. Method/Model Description and Evaluation. The CPRG consists of members from the community with chronic neurological, orthopedic, and/or cardiopulmonary conditions, and who volunteer as patients for use in the classroom. Student and faculty perceptions of how CPRG use contributes to student learning were assessed using a 65-item survey with questions designed from the professional practice expectations from the Commission on Accreditation in Physical Therapy Education criteria. The survey used a 5-point Likert scale and was distributed to faculty and second and third year Doctor of Physical Therapy (DPT) degree students (n = 90). Between June 30, 2008, and July 1, 2009, CPRG members were used for 28 different classroom-learning experiences across 10 different courses for a total of 198 individual CPRG visits. Adult CPRG members with neurological diagnoses constituted 69% of the individual CPRG visits. The types of learning activities were primarily classroom practice of examination or intervention techniques. Outcomes. The return rate for the survey was 71.6%. Internal consistency of the survey as determined by Chronbach's alpha (α) was 0.94. Respondents felt strongly that the use of the CPRG contributed to their learning. CPRG participation was perceived to especially have a positive impact on the development of professional values, examination skills, determination of outcomes, and health promotion and wellness. Discussion and Conclusion. Faculty and students perceive the use of the CPRG to be beneficial across student learning, particularly in the area of professional values. The use of the CPRG offers educators an alternative method for teaching and assessing these skills. The use of the CPRG may be helpful for educators by offering real-patient interactions on a regular basis in a cost-effective manner, especially with with neurological diagnoses. Key Words: Physical therapist education, Educational methods, Constructivist learning, Community volunteers, Standardized patients. BACKGROUND AND PURPOSE Clinical education is an important component of physical therapist education, as it provides an authentic context for learning. However, the importance of providing safe and appropriate care in an efficient manner can have a negative impact on the willingness of clinical sites to accept students for early learning experiences.1 Constructivist learning theory argues that learning best occurs within an authentic context where it can be constructed by the student through active engagement and participation.2 The relevance of this theory to physical therapist education has been supported by research investigating learning preferences of physical therapist (PT) students. Babyar3 studied student perceptions of development of clinical-reasoning skills and reported that PT students believed clinical reasoning was best developed within the clinical setting with exposure to actual patients; however, within the classroom setting, students suggested use of actual or case studies. Graham4 studied PT students as they learned concepts related to kinesiology and reported that the students used active experiences, often of their own creation, to help them understand and link concepts. …

Reforming Perspectives: MSN Graduates' Knowledge, Attitudes and Awareness of Self-Transformation

Socialization includes internalization of attitudes and values critical to the development of a professional identity. Resocialization relates to the returning registered nurse student's development of professional values and roles. Nurse educators' challenge is to consider socialization/resocialization as a formation/re-formation process. The purpose of this article is to report findings from a replication qualitative descriptive study that examined the process of change in knowledge and attitudes of recent MSN graduates using Mezirow's (1994)Transformative Learning Theory. Findings substantiated the changes in attitudes, knowledge and skills of MSN graduates identified by Cragg and Andrusyszyn (2005). Results further inform nurse educators of the process of transformation in MSN graduates according to Mezirow's Phases of Perspective Transformation.

The Relationship Between Professional Identity and Burnout Among Occupational Therapists

ABSTRACTHealth professionals have been identified as a high risk group for job-related stress and burnout. This study builds on the existing literature to examine the links between burnout and the development of professional values as well as the broad scope of occupational therapy, which may act as a hindrance to establishing a concise and well recognized professional identity. One hundred and twenty six occupational therapists completed the Maslach Burnout Inventory and the Professional Identity Questionnaire. The factors that contribute to the relationship between a lack of professional identity in the field of occupational therapy and the levels of burnout among occupational therapists are identified and implications for establishing a strong and healthy workforce in occupational therapy are discussed.

The Taxonomy of Professionalism: Reframing the Academic Pursuit of Professional Development

Student professionalism continues to be an elusive goal within colleges and schools of pharmacy. Several reports have described the nature of professionalism and enumerated the characteristic traits of a professional, but educational strategies for inculcating pharmacy students with attitudes of professionalism have not been reliably effective. Some authors have suggested the need for a standard definition. If the goal can be more clearly conceptualized by both faculty members and students, and the moral construct of the fiduciary relationship between pharmacist and patient better understood, the development of professional values and behaviors should be easier to achieve. This paper describes a new approach to defining professionalism that is patterned after Bloom's Taxonomy of Educational Objectives. It includes the general concept of patient care advocacy as an underlying paradigm for a new pharmacy practice model, and defines 5 behavioral elements within each of the 3 domains of professionalism: competence, connection, and character.

Tracking the Development of Professional Values in Undergraduate Nursing Students

In the current nursing shortage, nurses are frequently making significant patient care decisions concerning value-laden clinical issues. A program evaluation study was conducted to track professional values over time from entry into a baccalaureate program to graduation. Nursing students completed a survey measuring professional values upon entry into and exit from the program. Comparative analysis of pretest and posttest group means demonstrated statistically significant increases in total scores. The highest pretest value items were also the highest on the posttest, with the addition of patient advocacy. Patient advocacy jumped 16 places from pretest to posttest to become the highest-ranked statement upon exit from the program. All of the values rated as least valued at pretest remained least valued at posttest; however, the means of all but two (participating in nursing research and providing consumer education about products/services) increased significantly. The value statements with mean scores that increased significantly centered on aspects of nursing practice less visible to the lay public and involving interaction with other health care providers.

The role of professional education in promoting the dignity of older people

This paper considers the education of social and health care professionals who work with and care for older people. It asks whether education can promote the dignity of older people, how this may be done, what factors may ease or impede the promotion of dignity within professional education, and what part education plays alongside other influences on care practices.Beginning with consideration of research on the nature of professional education, the paper reviews principles of professional education, cultures and methods of teaching and learning and processes of practical apprenticeship. The paper argues that there are a number of challenges to the promotion of dignity within professional education, for example, inconsistencies in development of professional values, curriculum contradictions such as those between education for management and for direct care of older people, the balance between theory and practice and education for practice under changing real‐world conditions.

MSW students go to burn camp: exploring social work values through service‐learning

Service‐learning is an experiential learning approach that offers promise in facilitating students' personal growth and professional value development while providing service to the community. In a course that implemented this approach, 21 MSW students participated as volunteers in a seven‐day camp for burn‐injured children. This study explores the impact of this experience on the students' learning through the analysis of journals, transcripts of focus groups, and written course evaluations. Data were classified according to two broad categories of learning: learning about the personal self and learning about the professional self. The findings indicate application and integration of learning that reflect social work core values such as social justice, the importance of human relationships, integrity, and service. These findings suggest that this educational approach may be an effective strategy in facilitating a deeper understanding of key areas of the social work profession for students.

The perceived problem solving ability and values of student nurses and midwives

Problem solving is defined as a response given in an important and difficult situation, where critical thinking is required for a solution. Problem solving skills determine a person’s ability to relate productively. This research was to determine the perceived problem solving ability and values of student nurses and midwives. It was planned as a descriptive research project in the University of Kocaeli’s, Higher School of Health (Nursing and Midwifery School) in order to find out how students perceive their own problem solving skills, and to examine the relationship between problem solving skills and personal values. The data were collected from 218 students by using a questionnaire to determine the characteristics of the students and the “Problem Solving Inventory” (developed by Heppner and Petersen [Journal of Counseling Psychology 29 (1) (1982) 66]) whose reliability and validity for our country had been tested by Şahin et al. (1993) The scores of the subjects were evaluated and analyzed. Students who describe themselves in accordance with the values of truth (14.2%) and human dignity (19.3%) were also found to evaluate themselves successful in problem solving. Students who expressed that they act systematically (44.5%) and decisively (74.3%) in problem solving were also found to evaluate themselves as successful (47.8%) in problem solving. The results of our study have shown that education in professional ethics should provide the development of professional values (especially of truth and human dignity). Concerning value-laden issues education should help students to reach the desired levels of problem solving skills by allowing them to acquire abilities such as self awareness and being inquisitive.

What (if anything) is wrong with residency overwork?

Long work hours during residency are a time-honored tradition. Efforts have recently been made to shorten work hours. This paper examines the main arguments supporting reform: that sleep deprivation is harmful to patients and residents and that it is exploitative. Because the data on the harms and benefits are mixed and because exploitation is difficult to prove, a stronger argument for reducing work hours is an ethical one: that overwork interferes with the development of professional values and attitudes that are an essential part of the moral curriculum of residency. Providing a climate that promotes moral growth during training is an important curricular objective that may be better achieved by shortening work hours, providing better resident supervision, and using substitute workers for some of the noneducational tasks of residency.

Factors influencing development of professional values among nursing students.

Objective:To determine the professional values of Turkish nursing students, and to explore the relationships between their characteristics.Methods:The cross-sectional study participants consisted of 416 nursing students who were studying in a nursing faculty in Western Turkey. A questionnaire was used to identify socio-demographic and educational characteristics and the Nursing Professional Values Scale- Revised (NPVS-R) was used for this study..Results:The total mean score of the NPVS-R was found to be 99.45±1.96, and items mean score was 3.82±0.62. The NPVS-R score was significantly higher in students who were female, and who chose their profession willingly, had information about values, and who were members of a professional organization.Conclusion:The students were found to have strong professional values, and professional values affected some of the personal and educational characteristics of nursing students.