The Relationship Between Nurses' Professional Values and Their Attitudes Towards Care Giving Roles: A Structural Equation Model

Evaluating nurses' professionalism and the obstacles they face is crucial for enhancing healthcare quality and professional satisfaction. The identified challenges still appear to be similar on a global scale. The present cross-sectional study investigated nurses' challenges in meeting professional standards in tertiary healthcare and explored the link between nurses' values and the underlying reasons for these challenges. Data were collected from 500 nurses at a state university hospital using three tools: "Nurse Introduction Form" for sociodemographic and work-related information, "Professionalism Form" to assess understanding of professionalism criteria and barriers, and "Nurses' Professional Values Scale." Results show a positive relationship between the attainability of professional standards and values. The most significant obstacle hindering the achievement of professional standards is systemic. Nurses lack awareness of professional values and are dissatisfied with their profession, especially due to negative working conditions and low income. Due to a lack of authorization, nurses are often unable to provide services fully in line with professional standards. Additionally, this lack of authorization can lead to deviations from their defined job responsibilities. Nurses have limited autonomy and decision-making power despite prioritizing values like human dignity. Meeting professional standards is linked to strongly holding professional values. The relationships between negative factors and NPVS scores show how these issues shape nurses' perception of professionalism.

This study aims to identify the relationship between nursing students’ selection of profession and their professional value perceptions. Designed as a descriptive and correlational study, the research was conducted with the participation of 322 nursing students. Research data were collected by using the Personal Information Form, the Nursing Career Decision Scale, and the Nurses’ Professional Values Scale- Revised. It was found that there was a statistically significant moderately positive relationship between nursing students’ Nursing Career Decision Scale and Nurses’ Professional Values Scale-Revised scores. Factors affecting the selection of profession affect the professional value perceptions and increase congruence with professional values. There is a statistically significant relationship between congruence with professional values and factors affecting the selection of profession. It is discerned that the congruence with professional values increases particularly when the profession is selected on the basis of the NCDS sub-scale of “Vocational Congruency”.

An Exploration of Professional Value Development in Associate Degree Nursing Students

Professional identity is an important construct that considers an individual’s own values, beliefs, attitudes, and motives surrounding their own role in their profession. No research has examined this concept in athletic training/therapy beyond the U.S. context. We examined professional identity in Irish certified athletic therapists (n = 81) using the Professional Identity and Values Scale. Participants presented with a total Professional Identity and Values Scale score of 92.0 ± 9.9. Age (r = .26, p = .02; r = .27, p = .02) and years of experience (r = .29, p = .01; r = .32, p = .0004) were positively correlated with total Professional Identity and Values Scale score and professional development subscale score, respectively. No gender differences were observed (p > .05). Despite being a new emerging profession, Irish athletic therapists presented with a strong professional identity.

Aim: The aim of this study was to determine differences between generations of nurses regarding their personal and professional values. Material and Method: A descriptive and comparative study was conducted in a university hospital in Izmir, Turkey. The study was conducted with 164 nurses who accepted to take part in the study. Eighty five nurses that were born between 1965-1979 coded as X generation and 79 of them were coded as Y generation as they were born between 1980-1999. Data were collected by conducting a face to face interview by using Individual Characteristics Form, Portrait Values Questionnaire and Nurses' Professional Values ScaleRevised. Descriptive statistics, chi-square, Mann-Whitney U test and spearman correlation analysis were used in the analyzation of the data. Results: 51.8% of nurses were in X generation and 48.2% of them were in Y generation (n=164). In X generation, 96.4% of them were women, 52.9% of them were graduated from university and 72.6% of them were married. In Y generation, 93.7% of them were women, 51.9% of them were graduated from university and 58.2% of them were married. There was no statistically significant difference between these X and Y generation in terms of these characteristics. The difference between the mean scores of nurses at the X and Y generation on Nurses' Professional Values Scale and Portrait Values Questionnaire was not statistically significant. It was determined that there was a significant positive correlation between the mean scores of the Nurses’ Professional Values Scale and the Portrait Values Questionnaire of X and Y generation nurses who participated in the study. Conclusion: In the study, it was determined that there was no difference between X and Y generation nurses regarding their personal and professional values. It was thought that working together, continuous communication and interaction between X and Y generations resulted in these results.

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.

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

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.

Objective To explore and compare the current status of nursing professional value of nursing school faculty and clinical nursing tutors, then to analyze the potential reasons of the difference on nursing professional value. Methods A total of 59 nursing school faculty and 146 clinical nursing tutors were recruited by convenient sampling. Nurses professional values scale-revised (NPVS-R) and a self-designed information questionnaire were adopted to measure the teachers' nursing professional value and collect their demographic data from May to July 2015. Results The outcome showed that the total score of NPVS-R of nursing school faculty was (88.92±14.90) points, and the average score of each item was (3.42±0.57) points, while the total score of clinical nursing tutors was (103.61±12.31) points, and the average score of each item was (3.99±0.47) points. Domain Trust got the highest mean score and domain Activism got the lowest in both groups. Nursing school faculty had a lower professional value than that of clinical nursing tutors (P 0.05) . Conclusions The nursing professional value of nursing school faculty and clinical nursing tutors are in an above-average level overall. But nursing professional value of nursing school faculty still needs to be improved. In order to enhance the cultivation of nursing talents, maintain stability of the nursing staff team and improve the nursing quality, nursing school and faculty themselves should take measures to improve the nursing professional values. Key words: Faculty, nursing college; Nursing faculty practice; Clinical nursing tutors; Professional value

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.

ABSTRACTObjectives:to understand the nursing students’ professional values in different Brazilian universities and verify a correlation between the “Professional Value” and the sociodemographic variables.Methods:quantitative, cross-sectional, and descriptive study conducted through an electronic questionnaire with a Professional Values Scale (NPVS-3). Participants were Nursing students of all semesters from three universities - two in the Southeast region and one in the North region.Results:of the 337 participating Nursing students, 282 were female. The Caring dimension presented the highest score (mean=46.61), and Professionalism, the lowest score (mean=34.65). A statistically significant association was detected between the Caring dimension, “university where is attending,” and “gender.”Conclusions:the results indicate the Caring dimension as the one containing the most scored professional values since the nurses’ training, and the relation of those values in such dimension is more significant in the female sample.

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.

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