Nursing Students’ Professional Value Development: Can We Do Better?

Abstract

AIM The purpose of this study was to identify whether differences exist in nursing professional values based on program type and/or geographic location. BACKGROUND Deliberate inclusion of values formation is critical to nursing education and high-quality nursing care. There is limited research comparing professional values development among students in all types of prelicensure RN programs and no research comparing students’ professional values between geographic regions. METHOD A secondary analysis was completed of original data collected in three descriptive studies using the Nursing Professional Value Scale-Revised®. RESULTS Findings indicate prelicensure nursing students are educated with the values integrated within the American Nurses Association Code of Ethics. Significant differences (p < .05) were found when comparing geographic locations, program types, and Nursing Professional Value Scale-Revised factor scores. CONCLUSION Additional research is needed to identify best practices for overall values formation in all program types.

Comparison of the early development of the professional values for nursing students in the traditional program and the second‐degree program: a longitudinal study

“…Our study showed that, in school A, subjects in the ABSN programme reported a higher level of professional value then subjects in the BSN programme. It was supported by literature (Feller et al., 2019 ). Contradictory result was found in school B.…”

“…In regard to the types of programmes, some studies found that the BSN students had higher professional values than the students with the associate degree in nursing (Fisher, 2014 ; Martin et al., 2003 ). Conversely, some studies showed that the BSN students reported less professional values than the students in the diploma and the ABSN programmes (Feller et al., 2019 ). There were also studies demonstrated no statistical difference was observed in the overall nursing values between the traditional and the accelerated graduating senior BSN students (Astorino, 2006 ), or among nursing students, new graduates and seasoned nursing profession (LeDuc & Kotzer, 2009 ).…”

“…There were also studies demonstrated no statistical difference was observed in the overall nursing values between the traditional and the accelerated graduating senior BSN students (Astorino, 2006 ), or among nursing students, new graduates and seasoned nursing profession (LeDuc & Kotzer, 2009 ). One study observed that the student in the ABSN reported a higher professional value than the students with associated degree (Feller et al., 2019 ). Nevertheless, nurses reported a lowest professional value when compared with the student nurses (Poorchangizi et al., 2019b ), clinical nurses and nursing instructors (Bijani et al., 2019 ).…”

The Relationship Between Nursing Students’ Attitudes Towards Nursing Diagnosis and Their Professional Values

“…Similar studies that were conducted in various countries have also found that nursing students give great importance to professional values. Mean NPVS-R score of Indonesian, Spanish, Colombian nursing students and different program types in USA were found as 95.80 (23), 109.82, 116.30 (24), and 113.23-102.96 (25), respectively. Appropriate development of professional values is an important educational goal.…”

Hemşirelik Öğrencilerinin Ekip Çalışmasına Yönelik Tutumları, Profesyonel Değerleri ve Etkileyen Faktörler: Tanımlayıcı Bir Çalışma

“…Yapılan çalışmalarda simülasyon ve rol modeli üzerinden gerçekleştirilen hemşirelik eğitimlerinin öğrencilerin profesyonellik değerleri üzerinde olumlu etkilerinin olduğu belirlenmiştir. 15 Okulların müfredatları 16 , öğrencilerin sınıf seviyesi 5,14 , mesleki bir kuruluşa üye olmak 17 , kadın olmak 17…”