Nurses Professional Values Scale Research Articles

The relationship between moral reasoning and nurses’ professional values in undergraduate nursing students: a descriptive-correlational study

BackgroundMoral reasoning in nursing is crucial in delivering high-quality patient care and fostering increased job satisfaction among nurses. Adhering to professional values is vital to this profession, and nurses must modify their actions to align with these values.ObjectiveThis study aimed to examine the correlation between moral reasoning and professional values among undergraduate nursing students.Research designA descriptive correlational design was recruited.Participants and research contextThe research was conducted at three nursing schools located in Tehran, Iran. The sample was recruited through random stratified sampling, specifically targeting undergraduate nursing students. The data collection tool comprised a three-part questionnaire, including a demographic information form, the Nursing Dilemma Test, and the Nurses Professional Values Scale Revised Questionnaire. The distribution of questionnaires encompassed both face-to-face and electronic methods. The analysis of data was conducted using SPSS 16 software. The data was analyzed using the independent samples t-test, Pearson’s correlation coefficient, and linear regression analysis. The P value of 0.05 was considered significant.Ethical considerationsThe Ethics Research Center of Shahid Beheshti University of Medical Sciences approved the study.FindingsData analysis showed that moral reasoning was directly correlated to professional values (r = 0.528, p < 0.001). The mean scores of Principled Thinking (P.T.), Practical Consideration (P.C.), and Familiarity with similar moral dilemmas of the NDT scale were 42.55 (SD = 12.95), 15.72 (SD = 6.85), 16.08 (SD = 6.67), respectively. Also, the total score of professional values of students was 90.63 (SD = 28.80).ConclusionThe findings indicated that moral reasoning and interest in nursing predict students’ professional identity. Thus, any effort to enhance interest in the profession can contribute to developing students’ professional identity. This can involve incentivizing, enhancing the professional reputation at the community and university levels, and valuing student preferences and necessities.

The relationship between nurses' professional values and ethical attitudes to pain.

Background: Pain management is a fundamental human right for everyone who experiences it. The management of pain is an ethical obligation for all health professionals. Professional values have an important place in appropriate clinical decision-making. Research aim: This study was conducted to determine the relationship between nurses' ethical attitudes in pain management and their compliance with professional values. Research design: The study was conducted as a descriptive and correlational research. The study data were collected by online survey method using the Introductory Characteristics Form, Ethical Attitude Scale for Pain Management in Nursing, and Nurses Professional Values Scale - Revised. Participants and research context: The population of the study consisted of nurses working in tertiary treatment centers in a country. A total of 388 nurses participated in the study. Ethical considerations: Ethical approval was obtained from the University Ethics Committee. Consent was obtained from the nurses. Results: The mean total score of the Ethical Attitude Scale for Pain Management in Nursing was 98.96 ± 9.37, and the mean total score of the Nurses Professional Values Scale was 101.51 ± 15.20. The scores of the Ethical Attitude Scale for Pain Management in Nursing were positively and moderately correlated with the total scores of the Professional Values Scale. Compliance with professional values explained 41% of the total variance of ethical attitude for pain management. Conclusions: In this study, it was found that nurses' ethical attitudes for pain management and compliance with professional values were at a high level, compliance with professional values was associated with ethical attitudes for pain management, and ethical attitudes for pain management decreased with increasing working years. A nurse with high ethical sensitivity and compliance with professional values can easily recognize ethical problems, effectively manage the ethical decision-making process, and provide appropriate patient care.

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 Undergraduate Students at a Nursing School in South Africa.

Nursing schools play an important role in instilling nursing professional values in undergraduate nursing students and ensuring that they produce professional nurse graduates. Several studies in various countries have been conducted to describe the professional values held by nursing students, but this has not been explored in detail in South Africa. The purpose of this study was to describe the professional values held by undergraduate degree students at a nursing school in South Africa. A cross-sectional survey using a self-administered questionnaire was conducted. With a population of 1,233 undergraduate nursing students across four years in the degree programme at the nursing school, a sample of 294 was calculated as the representative (95% CI, 5% error, and 50% response distribution). The 26-item nurses professional values scale revision (NPVS-R) with five value dimensions was used to collect the data. Means, frequencies, and confidence intervals were used to describe the values and Mann-Whitney U tests and Kruskal-Wallis independent sample tests were used to compare the findings with the demographic characteristics. A total number of 245 respondents completed the questionnaire (response rate of 83.3%). Overall, the nurse professional value score was high (113.1 ± 13.1). The values of trust (4.46 ± 0.61), justice (4.39 ± 0.57), and caring (4.38 ± 0.55) were rated significantly higher than those of professionalism (4.23 ± 0.64) and activism (4.22 ± 0.57). First- and final-year students had significantly higher professional value scores. The study results describe the professional values of undergraduate nursing students in the school and confirmed the importance of trust, justice, and caring as the key professional values in the South African setting. Clinical Relevance. Nursing education should embed and monitor nursing professional values in the curriculum. Instilling nursing professional values in undergraduate nurses during formal training programmes improves quality patient care and service delivery for clinical practice.

Professional Values among Undergraduate Nursing Students in Nobel Medical College Teaching Hospital

Background: Professional values are the basis to professional nursing practices. Professional values can be challenged by the variety of situation due to increasing globalization, diversity and health variance and can generate ethical dilemmas in health care delivery. Nursing students must be familiar to the professional value of the profession in which they are enrolled to imply the effective care to the patients.&#x0D; Material and Methods: A descriptive cross sectional study design was done to assess the Professional values among undergraduate Nursing students in Nobel Medical College Teaching Hospital. A total of 119 nursing students were included in the study using total enumerative sampling techniques. Nurses Professional Values Scale (NPVS-3) was used to assess professional values among the Nursing Students. The data were analysed using SPSS version 23. For descriptive statistics frequency, percentage, mean and standard deviation was calculated and for inferential statistics Pearson’s correlation test was used.&#x0D; Results: The total mean score of professional values from the nursing student’s outlook was high (115.24 ± 13.50) and also it reveals that 51.3% of the nursing students were conscious of professional values about nursing profession. The mean score was high (42.34 ±5.11) on caring sub-dimension than Activism and Professionalism. There was statistically significant relationship between the total score of professional values with Age.&#x0D; Conclusion: Findings of the study showed that the overall nursing professional value was high and the mean score was high on caring sub-dimension whereas professionalism and activism has been given less importance by the nursing students in comparison with caring domain.

Missed Perioperative Nursing Care and Its Relationship with Nurses’ Perception of Professional Values: A Cross-Sectional Study

Missed nursing care (MNC) is considered an indicator of poorer care quality. While studies have previously examined factors that result in MNC activities and adverse events, the role of professional values in this context has not yet been explored. This study aimed to evaluate missed perioperative nursing care (MPNC) and its relationship with nurses’ perception of professional values. This cross-sectional study was carried out from June 2021 to July 2022 in public hospitals of East Azerbaijan province. Using stratified random sampling, 409 perioperative nurses were included in the study. Data were collected using a demographic questionnaire, an MPNC checklist, and the Nurses Professional Values ​​Scale and were analysed using SPSS20 software. MPNC with a mean of 12.3 ± 5.7 was at a moderate level. The highest rate of MPNC was in the domain of communication (mean: 0.410). Nurses’ perception of professional values ​​with a mean of 97.4 ± 13.4 was considered at a good level. Among the dimensions of professional values, with a mean of 4.159, it was seen that the dimension of caring was very important from the nurses’ viewpoint. Kendall Tau’s and Spearman’s correlation indices were used to investigate the relationship between two variables and obtained at -0.218 and -0.305, respectively. It was also shown that increasing the perception of professional values ​​ reduces the MPNC (P&lt;0.001). It appears that by providing training programmes for the promotion and internalisation of professional values, such as self-esteem, pragmatism in care and justice among the nurses, the MNC could be reduced.

The relationship between the professional values and care behaviors of surgical nurses in Turkey

Introduction and aim. The professional values and the care behaviors of surgical nurse’s play an important role in providing quality patient care and increasing patient satisfaction. The aim of this study was evaluated the relationship between the professional values and care behaviors of surgical nurses. Material and methods. This descriptive and correlational study consisted of 245 surgical nurses working in Turkey. Data were collected using a Personal Information Form, the Nurses Professional Values Scale, and the Caring Behaviors Inventory-24. Results. The NPVS total mean score of the surgical nurses was 118.26. The CBI-24 total mean score of the surgical nurses was 5.25. The nurses obtained high mean scores in both the Nurses Professional Values Scale and subscales, and the Caring Behavior Inventory-24 and subscales. A weak, positive and significant relationship was found between the professional values and care behaviors of the surgical nurses (p&lt;0.001). Both the individual and professional characteristics of the surgical nurses affected their perceptions of professional values and care behaviors (p&lt;0.05). Conclusion. The study showed that they had high perceptions of professional values and caring behaviors and adopted at most human dignity from professional values. Personal and organizational activities should be carried out to improve the professional values of surgical nurses and have them internalize care behaviors.

Knowledge, attitude, and practice of sexual healthcare and its influencing factors among oncology nurses: a multicenter study.

The provision of sexual healthcare plays an integral role in the field of oncology nursing. However, limitations in the knowledge, attitude, and practice perspectives of oncology nurses require detailed study. In this study the authors sought to describe the knowledge, attitude, and practice of oncology nurses regarding sexual healthcare from a nationwide perspective and to explore the factors that influence them. This was a cross-sectional descriptive study using stratified random sampling of certified oncology nurses from 55 hospitals in 6 provinces in Central South China. In total, 2530 nurses participated and completed the Knowledge, Attitude and Practice questionnaire of Sexual Health Care (KAP of SHC), the Nurses Clinic Communication Competency Scale, the Nurses Professional Values Scale, and the General Self-efficacy Scale. Multivariate linear regression was used to explore influencing factors. The primary variable was the knowledge, attitude, and practice of sexual healthcare provision. Secondary variables included professional value, clinical communication competency, self-efficacy, and demographic factors. The median KAP of SHC score was 139 (possible range 72 to 288). Attitude of SHC scored highest, followed by knowledge and practice scores. Professional values were positively associated with knowledge (odds ratio [OR] = 0.057; 95% CI: 0.023-0.091; P < .01) and attitude (OR = 0.319; 95% CI: 0.268-0.370, P < .01) of SHC. Clinical communication competency was only positively related to the attitude of SHC (OR = 3.960; 95% CI: 2.701-5.218, P < .01). Self-efficacy was positively related to KAP and the knowledge (OR = 0.616; 95% CI: 0.506-0.725, P < .01), attitude (OR = 0.187; 95% CI: 0.052-0.322, P < .01), and practice (OR = 0.840; 95% CI: 0.735-0.944, P < .01) of SHC. Knowledge assistance, attitude training, and practice coaching resources must be on the agenda to optimize professional practice for oncology nurses. This study provides data based on the Knowledge, Attitude, Belief and Practice (KABP) model in a nationwide sample of oncology nurses. In addition, the relationship between self-efficacy and KAP of SHC has been explored for the first time. The limitations are that this study may have some bias and did not take into account mediating relationships. Oncology nurses exhibit moderate levels of KAP of SHC. It is noteworthy that self-efficacy and position are the only 2 factors that influenced all aspects of KAP of SHC.

Professional values in nursing students in Jordan: baccalaureate nursing students’ perception

Abstract Objective Baccalaureate degree curricula consist of several professional values required for nursing students, which are taught in many ways. This study aimed to explore the perception of baccalaureate Jordanian nursing students regarding professional values and to assess the relationship between students’ demographics and their perception of professional values. Methods The study design was a descriptive, cross-sectional correlational design. A convenience sample of 182 Jordanian undergraduate nursing students enrolled at one of the most prominent universities in Jordan who completed and submitted a self-administered Nurses’ Professional Values Scale (NPVS) was considered for this study. Results The NPVS total score ranged from 37 to 130, with a relatively high total score mean (99.68 with a mean of 3.83 out of 5). The highest score domain in NPVS was “Justice” with a mean of 3.97, while the lowest ranked domain was “Activism” with a mean of 3.69. The correlation coefficient showed no statistically significant correlation between age nor accumulative students’ average with a total score of Nurses Professional Values Scale-revised (NPVS-R) and its subdomains. The t test results showed that gender and type of students’ enrollment (regular vs. upgrading) did not affect the means of NPVS-R and its subdomains. But differences were found to be statistically significant between the means of first year students and fourth year students in the total score of NPVS-R. Conclusions Findings of the study alert nursing educators to pay more attention to the importance of promoting the values related to “activism” and “professionalism” among nursing students. Suggestions for enhancing the roles of peer supervision and providing peer review to colleagues would contribute to improving nursing students’ performance and raising self-awareness because when nursing educators pay more attention to the items of these domains, better future nursing professionals, leaders, and researchers can be gained. Also, understanding nursing students’ perceptions of the importance of professional values and the difficulties in its application would be vital to enlighten educators about the areas that need improvement.

Nurses' professional values scale‒three: Validation and psychometric appraisal among Saudi undergraduate student nurses

ObjectivesSince the nursing professional values have garnered attention as a principal criterion for safe‒quality nursing practice, it was measured using the Nurses Professional Values Scale‒three. We aimed to validate and ascertain the psychometric indicators of the Arabic version of the Nurses Professional Values Scale–three among Saudi student nurses. MethodThis methodological study recruited student nurses using convenience sampling from two nursing colleges at KSA. About 438 valid questionnaires were returned out of 500 questionnaires which were distributed over students in a formal day class time; representing a response rate of 87.6%. A 2‒fold cross‒validation process was adopted. A transcultural process was conducted. Face, content, and construct validity using exploratory and confirmatory factor analyses were used. Convergent and discriminant validity were also assessed. The reliability of the scale was assessed using Cronbach's alpha. ResultsFace validity was achieved. The content validity of items ranged from .83 to 1.00, while it was .96 for the overall scale. The exploratory factor analysis yielded a scale containing 28 items with a three‒factor model, explaining 74.5% of the total variance. Confirmatory factor analysis confirmed that three‒factor solution had an adequate model fit (CMIN/df = 1.98; RMSEA = .065; SRMR = .039, CFI = .972, and GFI = .968). Convergent validity and discriminant validity were achieved. Cronbach's alpha values were .89, .90, .90, and .96 for activism, caring, professionalism, and the overall scale, respectively. ConclusionAdequate levels of reliability and validity of the Arabic version of the Nurses Professional Values Scale–three were established, indicating the appropriateness of using this version to assess the professional values among Saudi and other Arabic‒speaking nurses.

Nurses' professional values and its Relation to their Burnout in Minia university hospitals

Background: An awareness of professional values, cultural differences, and bases help to avoid ineffective communication in stressful situations which can help staff nurses in preventing their feeling of burnout. Aim: To assess nurses' professional values and its relation to their Burnout in Minia university hospitals. Research design: A descriptive cross- sectional research design. Subjects: A representative sample 30% from total staff nurses all staff nurses who working in Minia University Hospitals (N= 337). Setting: The study was conducted in Minia University Hospitals, Egypt. Tools of data collection: included two tools; Nurses Professional Values Scale (NPVS), and Maslach’s Burnout Inventory scale. Results: Staff nurses had moderate mean score level for all subscale of professional values; also there were more than three quarter (78.3%) of the staff nurses had moderate score level of total professional value, less than one quarter (20.8%) of them had high score level degree. Also, there were less than two third (62.9%) of staff nurses had high total score levels of Maslach’s burnout inventory; more than one third (37.1%) of them have moderate score level; and no one of them had low burnout level score. Conclusion: The findings of this study revealed that staff nurses had moderate to high level of professional values perception as well as their burnout level. Also, there were negative correlation between professional values and level of burnout. Recommendation: Training programs should be designed continuously for staff nurses to improve their professional values perception and decrease their burnout level.

Relationship between Pediatric Nursesandrsquo; Professional Values and their Attitudes towards Patient Safety

Introduction: This study was conducted to determine whether pediatric nurses’ professional values affect their attitudes towards patient safety. Methods: The study was a descriptive cross-sectional study and it was carried out with 101 nurses working in pediatric clinics of a state hospital in Turkey in 2015. Data were collected using the Personal Information Form, the Nurses Professional Values Scale and the Safety Attitudes Questionnaire. Results: A positive correlation was determined between the scores obtained from the Safety Attitudes Questionnaire and the scores obtained from the Nurses Professional Values Scale (r: .315, p: .001). There was a significant positive correlation between the Perceptions of Management subscale of the Safety Attitudes Questionnaire and the Nurses Professional Values Scale (r: .706), and its Activism (r: .796), ANA (American Nurses Association) Ethical Code 1 (r: .708), and ANA Ethical Code 11 (r: .772) subscales. There was a moderate positive correlation between the Perceptions of Management subscale of the Safety Attitudes Questionnaire and the Nurses Professional Values Scale (r: .603), and its ANA Ethical Code 4 (r: .530) Conclusion: Pediatric nurses’ professional values affect their attitudes towards patient safety.

Hemşirelik Öğrencilerinde Profesyonellik Algısı ve Mesleki Değerlere Bağlılık Arasındaki İlişkinin Değerlendirilmesi

Amaç: Bu çalışma, hemşirelik öğrencilerinde profesyonellik algısı ve mesleki değerlere bağlılık arasındaki ilişkinin değerlendirilmesi amacıyla yapılmıştır.Gereç ve Yöntem: Tanımlayıcı tipte olan bu çalışma, 278 hemşirelik öğrencisi ile yürütülmüştür. Araştırmanın verileri; veri toplama formu, Hemşirelerin Mesleki Değerleri Ölçeği-Revize (HMDÖ-R) ve Meslekte Profesyonel Tutum Envanteri (MPTE) ile toplanmıştır. İstatistiksel analizde; Mann-Whitney U, Kruskal-Wallis testi ve Spearman’s korelasyon analizi kullanılmıştır.Bulgular: Öğrencilerin yaş ortancası 20 (18-35)’dir. Öğrencilerin hemşireliği profesyonel bir meslek olarak algılaması, mezun olduktan sonra hemşirelik yapmayı düşünmesi, dördüncü sınıf hemşirelik öğrencisi olması, akademik kariyer ve mesleki örgütlere üye olmayı planlaması durumunda MPTE toplam puan ortancasının arttığı belirlenmiştir (p&amp;lt;0.05). Bununla birlikte hemşireliğe yönelik özel ilgi alanı olanlarda ve kadın öğrencilerde HMDÖ-R ve MPTE toplam puan ortancalarının yüksek olduğu saptanmıştır (p&amp;lt;0.05). Korelasyon analizine göre; HMDÖ-R ve MPTE toplam puanları arasında pozitif yönde bir ilişki bulunmuştur (p&amp;lt;0.05).Sonuç: Çalışmada profesyonelliği benimseyen hemşirelik öğrencilerinin mesleki değerlerine de bağlı olduğu sonucuna ulaşılmıştır. Bu bağlılık hemşirelik mesleğine yönelik özel ilgi alanı bulunan öğrencilerde dikkat çekmektedir.

INDIVIDUAL AND PROFESSIONAL VALUES OF NURSE PRACTITIONERS

Individual and professional values of nurses enhance the psychological wellbeing of healthcare professionals, enabling them to do professional and proficient work and also reducing the risk of burnout. The aim of the study was to investigate individual and professional values of nurse practitioners and the relationship of these values to socio-demographic data. The study involved 163 nurses aged 22–70 years (41.6 + 12.64) with 99.8% women. Respondents were interviewed in two hospitals in Riga in 2019. Permission from Rīga Stradiņš University Ethics Committee was obtained to do the study. Two surveys were used in the research: (1) Rokeach Value Survey and (2) Nurses Professional Values Scale–Three (NPVS–3). There was no statistically significant correlation between socio-demographic data of nurses and their professional values. The most evident professional value group for nurses was care. The Rokeach scale listed physical and mental health as a priority of all terminal values with an average rate 3.8. On the other hand, happiness of others ranks as the last priority in the list of terminal values with an average rating of 14.5. At the top of the instrumental values was honesty with an average rating of 6.3. Intolerance toward the drawbacks of oneself and other people concludes the list with an average rating of 15.0.

Professional values of the nursing students’ Perspective in Jahrom University of medical sciences, 2017

Background and Aim: The main goal of nursing is to promote the value of human beings and the dignity of all those who need care. Nursing should not only include scientific knowledge and technical skills, but also a professionin which professional values are acknowledged. The aim of this study was to determine the professional values from the viewpoint of nursing students in Jahrom University of Medical Sciences. Materials and Methods: In this descriptiveanalytical study, 120 students of Jahrom Nursing and Midwifery Faculty were selected through census sampling. A two-part questionnaire was used to assess the students’ viewpoints toward professional values: Part I: Social-demographic characteristics and Part Two: Nurses professional values scale - Revised survey tool, which consists of 26 items from professional ethics codes of the American Nursing Association and includes the following items: care (9 items), activity (5 items), trust (5 items), professionalization (4 items) and justice (3 items). The options are expressed on the basis of a five-option Likert scale, so that the option with the least importance gets score 1 and the option with the most importance gets the score 5. The range of grades will be from 26 to 130, and a higher score indicates that they are more familiar with professional values. Results: 120 nursing students participated in the present study. Mean scores of dimensions of care, pragmatism, trust, professionalism, and justice were 3.50, 3.20, 3.65, 3.45, and 3.75, respectively. Maintaining competency in the clinical setting (dimension of trust) was the most important componentand activities in professional nursing and research affairs associations (pragmatic dimension). Conclusion: In order to promote the professional development and transformation of today’s students into future capable nurses, it is imperative to develop planning and teaching methods tailored to the existing conditions and facilities, as well as to consider areas of strength and weakness in the area of professional value.&#x0D; Bangladesh Journal of Medical Science Vol.19(3) 2020 p.427-432

Professional values development during a baccalaureate nursing degree completion program

Faculty recognized a need to further study professional values development in registered nurses during a baccalaureate degree completion program. Study participants were surveyed at the beginning and conclusion of their program using the Nurses Professional Values Scale – Revised (NPVS-R) with several additional open-ended questions. The results supported that associate degree–prepared nurses returning to school possess a level of professional values similar to nurses with a baccalaureate degree.

Factors influencing professional values among Indonesian undergraduate nursing students

BackgroundUndergraduate nursing students are required to acquire professional values during professional nurse education to provide safe and high quality patient care. However, there was no documentation in professional values among Indonesian undergraduate nursing students and the factors influencing its development. PurposeThe purpose of this study was to determine professional values among Indonesian undergraduate nursing students and examine the relationship between students’ demographic factors and professional values. DesignA cross-sectional study using convenience sampling was applied to recruit 391 Indonesian undergraduate nursing students. The 26 items of Nurses Professional Values Scale Revision (NPVS-R) with five dimensions was employed to collect data. Descriptive and inferential statistics, independent samples t-test were applied to analyse and interpret data. ResultsThe result showed that the total score of nurse professional values was high (95.80 ± 12.93). The most important professional value dimension was caring, while activism was the least important values. The NPVS-R total score had a significant association with length of professional clinical practice of the students (p < .05). ConclusionNurse educators need to consider the integration of professional values when developing nursing curriculum, in order to ensure that the students develop their own understanding of these values and their importance in practice.

Measuring professional nursing value development in students participating in international service learning: A quasi-experimental study

BackgroundInternational service learning is becoming widely used in nursing education as a means to provide global learning opportunities as well as part of a clinical learning experiences. Concrete outcomes for these experiences have not been clearly supported in previous research. Professional nursing values are an important learning outcome for nursing students and development of professional nursing values has been found to occur through various learning experiences. Determining if international service learning experiences facilitate the development of professional nursing values can support the use of international service learning as a viable pedagogy. ObjectiveThe purpose of the study was to determine if there was a difference in professional nursing values development in students who participate in international service learning as part of their clinical experiences compared to those who do not. DesignThe research was a quasi-experimental study with a pre-test, post-test design. Setting/participantsUndergraduate students participating in one week international service learning as part of their clinical hours were compared with students who did not participate in international service learning. MethodsComparison of professional nursing values development between the experimental and control group was completed using the Nurses Professional Values Scale. ResultsThe study showed the use of international service learning as part of clinical was at least equivalent in the development of professional nursing values as traditional clinical. In addition, it supported the development of professional nursing values through clinical learning overall. ConclusionThe use of international service learning is a viable option for clinical experiences as a means to develop professional nursing values.

Differences in professional values between nurses and nursing students: a gender perspective.

To compare Spanish nursing students' and registered nurses' perception of professional values from the perspective of gender and professional experience. Nursing has traditionally been a female profession; however, the analysis of professional nursing values from a gender perspective has received little attention. The integration of professional values typically begins during academic life and is, thereafter, reinforced during professional activities. A descriptive cross-sectional study was conducted with 159 students (97.4% females) and 386 registered nurses (86.8% females) from primary healthcare centres, hospitals and management positions within the public health system. The validated Spanish adaptation of the Nurses Professional Values Scale was used. This instrument measures three dimensions: ethics, commitment and professional mastery. Descriptive statistics were used to analyse the data, together with bivariate analysis using the chi-squared test. Females granted more importance to professional values. Important gender differences among students were detected. Ethical values were considered to be the most important for both students and nurses, followed by professional mastery and commitment. The importance given to values progressively decreased in the groups under study: students, less-experienced nurses and expert nurses (in decreasing order). Significant gender differences exist with regard to professional nursing values. The values related to professional commitment and mastery should be integrated and promoted during academic education and specifically focus on male students' perceptions. As professional experience increases, the importance attributed to professional values decreases. Professional nursing values should be promoted among universities, health services and professional organizations, encouraging their dissemination, implementation and evaluation.

Exploring the development of professional values in an online RN-to-BSN program.

Development of professional nursing values is critical within registered nurse-to-bachelor of science in nursing programs to prepare nurses for increasingly complex and diverse work environments. The results of previous studies have been inconsistent, with few studies focusing on online registered nurse-to-bachelor of science in nursing programs. In addition, little is known regarding the effectiveness of the educational methods used to support advancement of professional values and ethical practice. The object of this study was to gain an understanding of nursing students' attitudes and beliefs about professional values at entry and exit of an online registered nurse-to-bachelor of science in nursing program that includes a standalone ethics course and integrates American Nurses Association Code of Ethics provisions throughout the curriculum. For this one-group pretest-posttest, quasi-experimental design, longitudinal matched-pair data were gathered at program entry and exit using the Nurses Professional Values Scale-Revised. In all, 119 students of an online registered nurse-to-bachelor of science in nursing program at a Midwest public university who completed entry and exit surveys between spring 2015 and spring 2018 were included in this study. This study was reviewed and determined to be exempt by the university's institutional review board. The results showed a significant increase in total posttest scores when considering all participants. However, students who took the ethics course after the pretest demonstrated a significant increase in posttest scores, while students who took the ethics course prior to the pretest demonstrated a small increase that was not statistically significant. Significant increases were also found in the professionalism, activism, and trust factors. This study supports previous study findings where students scored higher on caring and lower on activism and professionalism factors. The largest gains were made after completing the ethics course. The results suggest that requiring a standalone ethics course in the registered nurse-to-bachelor of science in nursing curriculum had a positive impact on self-reported professional values.