A comparative study on nursing professional values between nursing school faculty and clinical nursing tutors

Effect of compassion competence on cultural competence in student nurses: Mediating effect of professional nursing values.

The aim was to explore the association between nursing professional values (NPV) and mental health among registered nurses (RN) in Spain. Nursing is a profession rooted in strong professional values, which guide and shape clinical practice and occupational behaviors. NPV should serve as a source of support in situations of great uncertainty. A cross-sectional study was conducted during the remission phase of the second wave of the COVID-19 pandemic (December 2020-January 2021) among a sample of Spanish RN (n = 420). NPV were assessed using the Nursing Professional Values Scale (NPVS-R), comprising 26 items grouped into five factors: caring, activism, trust, professionalism, and justice. Perceived stress, anxiety, and depression were measured by the Perceived Stress Scale (PSS-14) and the Hospital Anxiety and Depression Scale (HADS). Adjusted linear regressions were used to estimate b coefficients for the associations between NPV scores and the three mental health indicators. The fully-adjusted analysis, including sociodemographic and occupational variables, revealed that higher activism scores were associated with higher scores of stress (b coefficient: 0.46; 95% confidence interval: 0.03-0.88; p value: 0.035), anxiety (0.24; 0.05-0.43; 0.014), and depression (0.19; 0.01-0.36; 0.035). No other NPV was associated with mental health. Organizational policies and programs should be established to protect the most activist RNs and to mitigate the potential detrimental effect of activism on mental health at times and/or circumstances of high workloads and personal stress.

ABSTRACTBackgroundCinenurducation, a film-based approach to nursing education that incorporates student-centered, problem-solving, experiential, and reflective learning strategies, allows students to experience a variety of indirect experiences and improves critical thinking and self-reflection through discussion.PurposeThe aims of this study were, first, to employ a cinenurducation approach to help instill a proper professional nursing identity in second-year nursing students and, second, to examine the effects of this approach on the perception of nursing, satisfaction with major, and professional nursing values of the participants.MethodsAn experimental, pretest-and-posttest design was used to test the primary variables, including perception of nursing, satisfaction with major, and professional nursing values. The nursing educational program was developed based on the learning concepts of cinenurducation and the core concepts of nursing. The program, which included six films, addressed the following concepts: Me Before You (problem solving and professionalism), Testament of Youth (nursing management and professionalism), Girl, Interrupted (interpersonal skills and nursing knowledge), Hungry Heart (interpersonal skills and problem solving), Iris (nursing knowledge and problem solving), and Chronic (nursing knowledge and cooperation). The experimental group (n = 14) participated in the 8-week educational program, and the control group (n = 15) did not.ResultsPerception of nursing, satisfaction with major, and professional nursing values all improved significantly more in the experimental group than in the control group, with large effects observed.ConclusionsCinenurducation is an effective approach to promoting professional nursing identity in nursing students. Educators should incorporate films into nursing education. In addition, nursing education should incorporate a variety of educational materials to provide students with opportunities for reflective learning.

Developing a consensus-based scoring rubric to enhance practice-based assessment of student nurses' clinical competence: A Delphi 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.

An Exploration of Professional Value Development in Associate Degree Nursing Students

Objective: The study was carried out to examine the relationship between nurses' professional values and caregiver roles. Methods: This study is based on a descriptive correlational research design using a structural equation model. 366 nurses participated in the study. It was gathered using Nurse Promotion Form the Professional Values Scale of Nurses and the Attitude Scale for Their Caregiver Roles. Results: The total mean score of the Nurses' Professional Values Scale was determined as 94.73±17.87. Nurses' Perceptions of Caregiving Roles Attitude Scale total score mean was determined as 62.41±9.22. According to the Structural Equation model, professional values of nurses explain 39% of the change in the value of the attitude towards caregiver roles (R2 =0.39). Conclusion: Nurses' professional values and attitudes towards caregiver roles are at a good level and professional values of nurses partially affect the attitude towards caregiver roles.

This cross-sectional comparative survey aimed to determine the level differences of professional nursing values in sophomore and senior nursing students using a demographic form and the Nurses Professional Values Scale-3. The mean score for nursing professional values was significantly higher (p < .001) among senior students (111.02, SD = 15.12) than sophomore students (99.46, SD = 12.56). However, professional values in the professional dimension require improvement. To ensure that future nurses integrate these values into professional practice, nurse educators must teach professional values by adopting innovative approaches.

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

Scientific views on professionalism and professional values of the specialists were elucidated. The importance of professional values in the structure of nurses’ professionalism was considered. It was noted, that the specificity of nurse’s professional activity needs the strict observance of ethical norms and rules, prohibitions and limitations that is conditioned by the professional feature – the permanent intervention in spiritual and biological life of other people.It was established, that the effective method of formation of professional values of the future specialist of nurse work is the nurse tutorship that is realized through the love to the nurse profession. The great importance in the context of formation of professional values of future nurses was gained by the spreading of foremost experience of training of students of the department “Nurse work”; discussions, competitions in the nurse mastership. The features of actualization of professional values of future nurses as a component of their professionalism were characterized. The approaches that favor actualization of professional values of the future specialists of the nurse work, especially the use of innovative pedagogical technologies, were determined

Background and aims:Professional values of undergraduate nursing students are considerably to changes made by educational programs. Therefore, this is important to integrate professional values in nursing curricula and study about...

The 2015 American Nurses' Association Code of Ethics reinforces professional values in nursing, and nurse educators may need evidence of their students' professional development. Using the Nurses Professional Values Scale-Revised (NPVS-R), researchers examined two questions: What is the relative importance of professional values (i.e., caring, trust, justice, activism, and professionalism) for beginning and graduating baccalaureate nursing students, and are there differences in professional values between these students? New and graduating nursing students in the current study had well-developed professional values. Sophomore-level nursing students viewed trust, caring, and justice as significantly more important than activism. Senior-level students perceived trust as significantly more important than activism and professionalism. Although total NPVS-R scores did not differ significantly between cohorts, senior-level students did score significantly higher on activism than sophomore-level students. With the revised Code, nurse educators may reevaluate the ethics curriculum. This study suggests opportunity for strengthening values beyond the nurse-client relationship, such as activism and professionalism. [J Nurs Educ. 2017;56(9):546-550.].

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

This study aimed to describe intrapersonal characteristics (professional values, personality, empathy, and job involvement), work performance as perceived by nurses, and caring behaviors as perceived by patients, and to examine the relationships among these variables. A cross-sectional design was employed. A sample was recruited of 218 nurses and 116 patients in four private hospitals and four public hospitals. Data were collected using self-report measures. Data analysis included descriptive statistics, exploratory and confirmatory factor analyses, hierarchical linear modelling, correlations, and structural equation modeling. Nurses perceived their work performance to be of high quality. Among the intrapersonal characteristics, nurses had high scores for professional values, and moderately high scores for personality, empathy and job involvement. Patients perceived nurses' caring behaviors as moderately high. Professional values of nurses were the only selected intrapersonal characteristic with a statistically significant positive relationship, of practical importance, with work performance as perceived by nurses and with caring behaviors as perceived by patients at ward level. Managers can enhance nurses' work performance and caring behaviors through provision of in-service training that focuses on development of professional values.

ObjectivesMany factors are related to oncology nurses’ professional values. However, the evidence on the relevance of professional values among oncology nurses in China remains sparse. This study aims to investigate the relationship between depression, self-efficacy, and professional values among Chinese oncology nurses and analyze the mediating effect of self-efficacy on this association.MethodsIt was a multicenter cross-sectional study designed with the STROBE guidelines. An anonymous online questionnaire recruited 2530 oncology nurses from 55 hospitals in six provinces of China between March and June 2021. Measures included self-designed sociodemographic and fully validated instruments. Pearson correlation analysis was employed to explore the associations between depression, self-efficacy, and professional values. Bootstrapping analysis by the PROCESS macro was used to examine the mediating effect of self-efficacy.ResultsThe total scores of depression, self-efficacy, and professional values of Chinese oncology nurses were 52.75 ± 12.62, 28.39 ± 6.33, and 101.55 ± 20.43, respectively. About 55.2% of Chinese oncology nurses were depressed. Chinese oncology nurses’ professional values were generally intermediate. Their professional values were negatively related to depression and positively correlated with self-efficacy, while depression was negatively related to self-efficacy. Moreover, self-efficacy partially mediated the relationship between depression and professional values, accounting for 24.8% of the total effect.ConclusionsDepression negatively predicts self-efficacy and professional values, and self-efficacy positively predicts professional values. Meanwhile, depression in Chinese oncology nurses has an indirect effect on their professional values through self-efficacy. Nursing managers and oncology nurses themselves should develop strategies aimed at relieving depression and improving self-efficacy to strengthen their positive professional values.