Nurses Professional Values Research Articles

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.

Examination of the professional values of the nurses and the associated factors.

This study is conducted to examine the professional values of nurses and their personal and professional characteristics affecting these values. A total of 369 nurses completed a questionnaire on personal information and nursing professional values scale (NPVS-R). The total scores of the nurses on the NPVS-R were found to be 100.87 ± 21.07, and the item mean scores were found to be 3.87 ± 0.81. When the scores for individual scale factors were examined, the highest scores were observed for the "caring" (4.02 ± 0.87) and "activism" (3.90 ± 0.89) factors. The fact that nurses are aware of their individual values and how these values affect their behavior can be a guide in human-focused value nursing planning.

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.
 Bangladesh Journal of Medical Science Vol.19(3) 2020 p.427-432

Nurse professional identity: Validation of the Italian version of the questionnaire Nurse Professional Values Scale-Revised.

Professional identity includes the best practice, the creation of ideals and professional values. It can be defined like attitudes, values, knowledge, beliefs and skills that are common among a special professional category. Professional identity is also connected to social roles of a particular profession. Therefore, professional identity includes individual experience and self-image of a particular category about its profession and its social image. Professional identity is the foundation for operation and conception of professional role. Studies show that nurses who have obtained professional identity are more flexible when facing with role changes and this is reflected on best practice and the patient's welfare. To validate the Italian version of Nurse Professional Values Scale - Revised (NPVS-R), conducted by Weis and Schank. 115 selected students of the first year by University La Sapienza in Rome took part in the validation of the questionnaire among. The internal consistency analysis of the five psychometric properties for nurse professional values suggests that Cronbach's Alpha is 0.915, which means that reliability shows sufficient levels. The Italian translation carried out in this NPVS-R questionnaire study shows good internal reliability and consistency and could be considered a useful tool to evaluate the concept of professional identity in nursing students.

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.

Hemşirelik Mesleğini Seçen Bireylerde Kuşaklar Arası Bireysel Ve Mesleki Değerlerin Belirlenmesi

Aim: This study aims to specify intergenerational individual and occupational values of nursing students and nurses. Methods: The population of this descriptive study consisted of 253 participants including 124 nursing students and 129 nurses. Data was collected by Information Form, Schwartz Value Inventory and Nursing Professional Values Scale. Results: Of participants, 3.1% are generation X (1965-1980), 10.7% are from first half of Y generation (1981-1989), 86.2% are from second half of Y generation (1990-1999). Among participants 79.8% are female, 88.5% are single, 75.1% aren’t a member of any association. No statistically significant difference was found between generations regarding Nursing Professional Values Scale (p>0.05). However, statistically significant differences was found when sub-dimensions of Nursing Professional Values Scale (NPVS) and Schwartz Value Inventory (SVI) are compared to marital status and membership to association (p<0.05). When sub-dimensions of NPVS and SVI are compared, a high level of positive correlation was established(p<0.05). Conclusion: Professional and individual values of nurses and students are effected by their marital status and membership to association. There is also a significant relationship between individual and professional values of nurses and students.

Pediatri Hemşirelerinde Profesyonel Değerler Modeli'ne Temellendirilmiş Uygulama Planı Örneği

Nursing models are guides in nursing education, research, practice and management by providing a professional language. This application plan sample prepared for pediatric nurses is based on Professional Values Model. It is thought that it is important to take professional values as a guide for pediatric nurses to take care of the interests of the individuals they care for, to support family-centered care practices and to make the right decisions in the ethical dilemmas. In conducting interventional studies for the development of professional values of pediatric nurses, it may be recommended to take a sample of the application plan presented in this study.

The relationship between personality characteristics and adherence to professional values among nursing students

Background: Professional values are the core of developing professional identity and among the determining factors behind nurses' professional practice. Adherence to professional values seems to be affected by personality characteristics. Objectives: This study aimed to assess the relationship between personality characteristics and adherence to professional values among nursing students. Methods: This descriptive correlational study was conducted on 200 nursing students recruited from Urmia Faculty of Nursing and Midwifery, Urmia, Iran. Study data were collected using the Holland's Personality Questionnaire and the Nurses Professional Values Scale-Revised and were analyzed using the Kolmogorov–Smirnov test and the Pearson's correlation analysis. Results: Participants' closest adherence to professional values was related to the dimensions of trust (particularly the item “Maintain competency in area of practice”) and caring (particularly the item “Maintain confidentiality of patient”). Their poorest adherence was to the dimensions of professionalism (particularly the item “Participate in peer review”) and activism (particularly the item “Participate in nursing research and/or implement research findings appropriate to practice”). The social personality type had significant relationships with all dimensions of adherence to professional values, while the investigative personality type had significant relationships only with the caring (P = 0.021) and the justice (P = 0.013) dimensions. Moreover, the artistic personality type had significant relationships with the trust (P

Professional values and ethical ideology: Perceptions of nursing students.

Moral philosophical positions and professional values have been shown to influence nurses' practice behaviours. Understanding nursing students' professional values and ethical ideologies, therefore, is important as they may help inform evidence-informed curriculum decisions and education strategies to develop students' professional reflective competencies. However, there is a dearth in current empirical data on Canadian nursing students' perceptions of professional values and ethical positions. This study's purpose was to examine undergraduate nursing student's perceptions of professional values and ethical ideology and explore relationships in data and selected participant demographic variables. A descriptive cross-sectional research design was conducted with a convenience sample of undergraduate nursing students recruited from a university in Canada. An online encrypted survey consisting of two validated instruments was administered to participants who met study eligibility criteria. Descriptive and inferential statistics were employed to analyse the data and classify nursing students' ethical ideologies into four categories based on mean scores for idealism and relativism. This study received ethical approval from the institutional Behavioural Research Ethics Board and was executed in-line with ethical principles for research involving humans. Nursing students scored high on professional values and ethical idealism and differed significantly on a measure of ethical relativism in terms of age and year of study. Professional values were significantly associated with ethical idealism. Based on mean scores for idealism and relativism, most nursing students in the study were classified as situationists. Findings suggest that faculty pay attention to influences of moral philosophical positions in facilitating nursing students' professional values development. Implications for future research and curriculum are highlighted to strengthen nursing students' professional values.

Professional Values of Nurses and Nursing Students: a comparative study

BackgroundThe process of learning the professional values is started from the student’s entering to the university and to the workplace. This study compared the importance of professional values from the perspectives of nurses and nursing students.MethodsThis descriptive-analytical study was conducted on 250 nurses and 100 nursing students. Data were collected using the Nursing Professional Values Scale-Revised.ResultsAccording to the findings, the mean scores of nurses (3.68 ± 0.16) and nursing students’ (3.86 ± 0.17) perspective toward professional values were at an important level. Furthermore, the students’ perspective toward the professional values’ importance was significantly more favorable than those of nurses. The highest mean scores of professional values in the two groups were related to the caring and justice domains. Both groups considered activism and professionalism as the least important domains among the others.ConclusionsAs the findings suggest, we need to pay more attention to values training, especially professionalism and activism, during undergraduate education for preparing the nurses to work in today’s complex healthcare context. It is necessary to conduct more comprehensive studies for exploring the gap between theory and practice in different cultures and contexts.

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.

Self-directed learning and professional values of nursing students

Professional nursing values are important concepts in developing the identity of nursing professional among nursing students. Self-directed learning as an ability can drive motivation to enhance professional nursing values and merits examination. This study aimed to examine the associations between self-directed learning and professional nursing values in nursing students. A cross-sectional descriptive design was employed with a sample of 800 nursing students. The measurement tools were the Self-Rating Scale of Self-Directed Learning and Korean version of the Nurses Professional Values Scale-Revised. Path analysis was used to evaluate relationships among self-directed learning, professional nursing values, and general participant characteristics. Self-directed learning had significantly positive effects on professional nursing values. Male nursing students were more likely to have higher levels of self-directed learning. Our findings suggest that self-directed learning can be an effective pedagogical method to instill and reinforce professional nursing values in nursing students. In addition, nursing educators should consider sex differences in the learning styles of nursing students.

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.

Professional Values in Nursing and the Factors Which Affect Them: A Specific Example of a Private Hospital

Background: A professional is an individual who prefers a profession, is specially qualified in its technical aspects, and makes a living with the profession. Objective: This research was conducted to determine the professional values of nurses and the factors affecting them. Methods: This descriptive research evaluated a sample of 97 nurses working in a private hospital in Ankara, Turkey. Data was collected using the demographic form and professional values scale (PVS). Results: Among the nurses in the study sample, 43% had a graduate degree, 84.5% were staff nurses, and 37.2% were surgery, obstetrics, and cardiovascular surgery nurses. The mean score of professional values of nurses in this study was determined to be 4.20 ± 0.55. It was determined that professional values of nurses in the 34-year and older group, including male nurses, those usually working the day shift, those who chose the profession, those with memberships in associations, and those who participated in scientific meetings/seminars, had higher scores for professional values, but this finding was statistically insignificant (P&gt;0.05). Conclusion: The professional values of nurses was found to be above the middle level. In this light, it can be recommended, especially to managers, that training on professional values should be planned for nurses. It is also recommended that nurses receive undergraduate education and other comprehensive studies. In order to achieved a desired position in nursing, nurses must update regularly their scientific knowledge, participate in scientific meetings/seminars, and become members of professional associations.

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.

The Relationship Between Self-Esteem, Professional Self-Concept and Communication Competence in Second-Year Nursing Students in South Korea

This study was performed to investigate any connections between self-esteem, professional self-concept, and communication competence among second-year Korean nursing students. From March 4th to 8th, 2019, self-reporting questionnaires were employed to collect data from 233 second-year nursing students in C college located in South Korea. The data were then analyzed by a SPSS WIN 25.0 program using descriptive statistics, t-test, ANOVA, and Pearson’s correlation coefficient. The participants’ mean score for self-esteem, professional self-concept, and communication competence were 3.12 (±0.42), 3.11 (±0.33), and 3.34 (±0.44), respectively. The study uncovered significant differences in the subjects’ ability to adapt to changing circumstances or environments (p<0.00) and their satisfaction with a nursing major (p<0.011) depending on the subjects’ general characteristics. The study also found significant (p<0.001) correlations among self-esteem, professional self-concept, and communication competence. The analysis showed that these variables had significant positive correlation with the ability to adapt to changing circumstances or environments and satisfaction with a nursing major and college life. Via self-assessment, the nursing students scored an average of 7.44 on communication ability. The study discovered a statistically significant positive correlation between the nursing students’ communication ability and self-esteem (r=0.525, p<0.01), professional self-concept (r=0.399, p<0.01), and communication competence (r=0.531, p<0.01). According to the results of this study, there is a need to develop a program targeting second-year nursing students to help them build professional nursing values before they start their clinical training.

Ambulance nurses’ experiences of patient relationships in urgent and emergency situations: A qualitative exploration

Background The ambulance service provides emergency care to meet the patient’s medical and nursing needs. Based on professional nursing values, this should be done within a caring relationship with a holistic approach as the opposite would risk suffering related to disengagement from the patient’s emotional and existential needs. However, knowledge is sparse on how ambulance personnel can meet caring needs and avoid suffering, particularly in conjunction with urgent and emergency situations. Aim The aim of the study was to explore ambulance nurses’ experiences of relationships with patients in urgent and emergency situations. Methods Data collection was performed using individual open-ended interviews with six ambulance nurses. The data were analyzed using a thematic analysis. Results Relationships with patients during urgent and emergency assignments emerged as three themes: “ Ambiguous silence,” “ Professional competence” and “ Challenging inadequacy” comprising eight sub-themes in total. The result shows that the ambulance nurses found it difficult to prioritize between medical care and establishing a caring relationship with the patient. However, sometimes a wordless relationship was perceived sufficient and considered a first step towards a verbal relationship. Conclusions Ambulance nurses experience that a caring relationship cannot and does not need to be prioritized in the acute stage. This uncovers a dichotomy approach to medical care versus caring relationships that exclude a holistic approach. Thus, patients’ emotional, existential and physical needs are not considered as equally important. Clinical relevance: It is important to stimulate reflection on core ethical nursing values, in training and simulation exercises among clinically active ambulance nurses.

Effects of pre-graduation characteristics and working environments on transition shock of newly graduated nurses: A longitudinal study

BackgroundThe transition of newly graduated nurses to nursing practice is a considerable challenge and can lead to transition shock, which is defined as the difficulty experienced by newly graduated nurses during the transition from student to nurse. However, there have only been a few studies on the transition shock of newly graduated nurses and its influencing factors. ObjectivesThe purpose of this study was to determine the effects of pre-graduation characteristics and working environments on the transition shock of newly graduated nurses. DesignA prospective, longitudinal, and correlational design was used. SettingsData were collected from 5 nursing colleges in South Korea. ParticipantsParticipants included 312 newly graduated nurses who had graduated from the 5 nursing colleges in February 2016 and were working in hospitals. MethodsA convenience sample of 526 undergraduate nursing students completed questionnaires, capturing demographic data and measuring grade point average, self-efficacy, and professional nursing values. After graduation, 317 of the participants responded to the second survey, which included measures of transition shock and working environments. Of these, 312 were used for the final analysis, excluding 5 with incomplete responses. Data were analyzed using descriptive, bivariate, and multivariate analyses as appropriate. ResultsThe mean transition shock perceived by newly graduated nurses was 2.81 points on a 4-point scale. The factors significantly influencing transition shock were age, self-efficacy, working unit, desired unit, and nurse work environment. ConclusionsIn order to reduce transition shock of newly graduated nurses, it is necessary for undergraduate programs to enhance their self-efficacy. It is also optimal to assign nurses into their desired unit and to improve nurse work environments. These changes will not only mitigate the transition shock of newly graduated nurses but will also contribute to the provision of quality nursing services at a hospital level.

Professional Nursing Values in Men: An NPVS-R Instrument Validation Study.

Although the Nurses Professional Values Scale-Revised (NPVS-R) has been validated in predominantly female samples, this instrument has not been validated with adequate samples of men. The purpose of the study was to assess the reliability and validity of the NPVS-R in a sample of male nurses and nursing students. Psychometric testing was performed, using principal component analysis (PCA), on a convenience sample of 329 men in nursing from the United States. Reliability was assessed using Cronbach's alpha. Participants rated the values in the NPVS-R as important, although undergraduate students significantly less so than graduate students or nurses. Factor labels of caring, professionalism, and activism were similar to those in previous studies. Variations across responses to particular items may reflect cultural variations. Although further testing is needed, results from the current study indicate that the NPVS-R is a valid and reliable scale when administered to a sample of male nurses and nursing students.