⚡ Values Of A Nurse

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Values Of A Nurse



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B Sc 1st yr Nursing Foundation Values of Nursing

Professional socialization is the method of developing the values, beliefs, and behaviors of a profession [ 13 ]. In their study, Seda and Sleem reported a significant relationship between professional socialization of students and improvement of professional values [ 9 ]. Through professional socialization, which results in the complete acquisition and internalization of values, nursing students should acquire necessary skills and knowledge in cognitive, emotional, and practical dimensions. Presently, however, less attention is paid to the emotional dimension in the formation of values compared to the other two [ 14 ].

At this level, stabilization of values requires passage of time [ 15 ]. Studies have shown that education causes differences in the formation of professional values, and that nursing educators have significant influence on the stimulation of professional values [ 8 , 14 , 16 , 17 ]. In addition, the ability to make ethical decisions was reported to be stronger in students who had passed an ethics course compared to those who had not [ 18 ]. Therefore, nursing educators play a key role in determining the future way in which nurses grow professionally and are prepared to confront new, unavoidable challenges [ 9 ].

Students may increase their commitment to professional values directly through role playing and indirectly through observing behaviors related to professional values [ 14 ]. Nursing educators are effective role models because of their clinical skills, sense of responsibility, professional commitment, and personal characteristics such as kindness, flexibility, and honesty. Nursing educators enhance creative learning by encouraging critical thinking and decision-making, establishing a supportive learning environment, having technical and ethical knowledge, and providing opportunities for fair evaluation and feedback. Nursing educators should teach nursing students effective strategies to confront ethical dilemmas [ 12 ].

Therefore, nursing educators are able to educate graduates who are ready for decision-making and can effectively deal with daily ethical challenges. This study is a part of a larger study. The results of the first part was published in previous study [ 21 ]. Inclusion criteria were undergraduate nursing students in the fourth, sixth, and eighth semesters without official work experience in hospitals.

Submitting an incomplete questionnaire was considered an exclusion criterion. The participants were selected using a stratified random sampling based on the proportion of students in each semester. Therefore, among the total of 50, 62, and 65 students in the three semesters, 30, 37, and 39 students were enrolled, respectively. Finally, of the remaining students, students completed the questionnaires, but six students did not return the questionnaires. Thus, the final sample consisted of students with the response rate of A two-section questionnaire was used for data collection.

In developing the professional values scale, Weis and Schank used the ANA Code of Ethics as well as the studies on nursing values and their promotion among nurses [ 2 ]. The validity of the translated questionnaire was confirmed using face and content validity as well as expert opinion. The NPVS-R includes 26 items with a Likert-scale format in five dimensions: 1 trust: 5 items, 2 justice: 3 items, 3 professionalism: 4 items, 4 activism: 5 items, and 5 caring: 9 items. The justice dimension deals with patients as noted in statements reflecting equality and diversity issues. The professionalism dimension reflects the promotion of nursing competence, self-evaluation and reflection, and seeking professional growth. The activism dimension reflects participation in professional activities and solutions to professional problems.

The caring dimension reflects respect for patients and protection of patient rights. The possible range of scores is 26 to [ 2 ]. In this study, the scores below 43, scores between 43 and 86, and those above 86 were considered low importance, moderate, and high importance, respectively. A higher score indicates that professional values are very important, and that nurses are more oriented toward stronger professional values. The first researcher distributed the questionnaires among the participants and explained the study objectives.

The researcher also explained to the participants how to fill out the questionnaires and asked them to specify the importance of professional values. In order to eliminate any ambiguity regarding questionnaire items, necessary explanations were provided. The researcher collected the questionnaires while maintaining anonymity and confidentiality of the data. First, the study was approved by the ethics committee affiliated to the Kerman University of Medical Sciences No code: Then, official permission for collecting data was obtained from the Razi Nursing and Midwifery School. Prior to distributing the questionnaire, the researcher guaranteed the confidentiality and anonymity of the questionnaires. This revealed that the students with higher GPA had higher scores in professional values.

The results showed a high total score with regard to the importance of professional values. These findings are in agreement with the findings of the studies conducted in the United States [ 15 , 23 ], Taiwan [ 24 ], Korea [ 25 ], and Iran [ 21 ]. Results of these studies highlighted that instructors and nursing trainers were seen as role models by students. The results of this study are in agreement with the results of the studies conducted by Lin et al. One possible reason for the consistency between the results of this study and those of the other studies may be that these values are among the main values in the nursing profession and are closely associated with it. Leners et al. Since these values are associated with the direct care of patients and given that students complete their clinical practices under supervision of nurses, students may learn the importance of these values through role modeling and application in clinical settings [ 8 ].

The results of this research are also in agreement with the results of the studies conducted by Lin et al. A multitude of factors may have contributed to the lower importance placed on these values; some causes might be less information about the importance of these values in the development of the profession, low motivation, insufficient affirmation, and low encouragement by nursing educators. Another reason for the low importance of the above-mentioned values might be graduate education programs; undergraduate students focus on the rules of clinical practice because they are novices. As they become more competent and eventually experts, the ranking of the values is likely to change.

Moreover, the inactivity of members in such associations and the weak relationship among these associations were other barriers confronted by such associations in Iran [ 28 ]. In addition, one other reason might be that nursing educators themselves do not participate in professional nursing associations because of high workloads and limited time. Professional nursing associations play major roles in promoting nursing authority and professional identity. Consequently, understanding and valuing the importance of participation in professional associations may require emphasis as an important professional value.

In this study, a significant relationship was found between the GPA and scores of professional values. Students with high GPA Probably have the necessary scientific competency in their professional performance, which may result in giving higher importance to professional values as a significant index of professional competence. Lechner et al. The studies conducted by Rassin [ 16 ] and Clark [ 15 ] had results similar to those of this study, with no difference found between total scores of professional values of students in different semesters of their nursing education.

However, several studies [ 8 , 14 , 25 ] found significant differences between total scores of professional values of students in different semesters. It is difficult to compare these differences due to the use of different instruments to measure professional values, differences in nursing education curricula and environments, and differences in study designs.

In their study, Weis and Shank concluded that higher focus on curricula of junior and senior students could change some professional values, indicating that time spent in school was associated with change in values [ 30 ]. The study had three limitations. Cultural and language differences may have affected the meaning of the terms literally and in the context of nursing education in Iran.

Third, this study did not assess how the students learned professional values. Similarly, we did not know to what extent students had these values prior to entering nursing education and we did not collect information on these two items; thus, we did not highly emphasize the role of nurse educators in this study. It is suggested that further studies with more accurate instruments are conducted in other nursing schools with different cultural and environmental conditions might lead to comprehensive strategies for internalizing professional values of nursing students.

Nursing educators can primarily facilitate professional values by urging students to participate both in research studies on the topic and in nursing education. Periodic classes and seminars about professionalism should be presented by clinical tutors and school educators, who play important roles as behavioral models for their students. It is also recommended to conduct studies to investigate the impact of educational environments and university educators as role models for students on advancement of professional values in students.

However, some professional values such as participating in public policy decisions and participating in nursing researches were less important. As future nurses, nursing students should be able to apply professional values in making decisions when confronted with the emerging ethical challenges in the healthcare area. This preparation should be provided for students by educators and professors during their professional socialization process in schools. The findings suggest that many of the values were similarly important in other countries, which can be a reflection of the globalization process in the nursing profession and the presence of professional values at the root of the discipline.

However, strategies should be developed to improve weaknesses of nursing students in the professional values adapted to cultural, social, and religious conditions prevailing in the societies, faculties, schools, and hospitals. The datasets generated and analyzed during the current study are not publicly available because this study is part of a larger study.

This datasets are available from the corresponding author on reasonable request. Professional nursing: Concepts and challenges. Weis D, Schank MJ. Development and psychometric evaluation of the nurses professional values scale-revised. J Nurs Meas. Accessed 20 Oct Perceived ethical values by Iranian nurses. Nurs Ethics. Guide to the code of ethics for nurses: Interpretation and application. Professional values held by baccalaureate and associate degree nursing students. J Nurs Scholarsh. Farag AA. Thesis for the degree of Doctor of Philisophy. Case Western Reserve University. Accessed 20 May Tracking the development of professional values in undergraduate nursing students. J Nurs Educ. Seada A, Fathi Sleem W.

Professional socialization process and acquisition of professional nursing values among undergraduate nursing students. J Am Sci. Astorino TA. A survey of professional values in graduating student nurses of traditional and accelerated baccalaureate nursing programs. PLoS One. Professional values, ethics, and attitudes are defined as the professional behavior and characteristics that identify professional accountants as members of a profession. Values influence your behavior because you use them to decide between alternatives. Values, attitudes, behaviors and beliefs are cornerstones of who we are and how we do things.

They form the basis of how we see ourselves as individuals, how we see others, and how we interpret the world in general. A person may not always be aware of his or her attitude or the effect it is having on behavior. People with these types of attitudes towards work may likewise affect those around them and behave in a manner that reduces efficiency and effectiveness. Attitude is a feeling, belief, or opinion of approval or disapproval towards something. Behavior is an action or reaction that occurs in response to an event or internal stimuli i. However, in some cases healthy attitudes may result in harmful behavior. Begin typing your search term above and press enter to search.

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Values of a nurse search was not limited to country of origin. Nov 14, Values of a nurse RM. Nelson mandela qualities : 05 July

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