2020
DOI: 10.1177/0969733020914350
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Personal values among undergraduate nursing students: A cross-sectional study

Abstract: Background: Personal values influence nursing students’ development of professional values, which affect professional outcomes, and how nursing students react to different situations. Personal values can be shaped by different factors, including culture, gender, and age. Aims: To explore personal values held by nursing students, and to verify if and how gender and year of study affect nursing students’ personal values. Research design: A multicenter, cross-sectional study was used. Participants and research co… Show more

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Cited by 25 publications
(19 citation statements)
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“…Although male and female medical students are exposed to similar educational socialization promoting similar PVs and professional behaviors, in our study, early stereotypical and cultural-dependent gender differences in PV profiles could be observed (see also Neittaanmäki et al, 1999;Schwartz & Rubel, 2005): male students scored higher on Self-Enhancement PVs (Power, Achievement, and Hedonism) while female students showed higher levels of Self-Transcendence (Benevolence and Universalism) and Conservation (Conformity and Tradition) PVs than their male counterparts. These gender differences in terms of PVs are consistent with those found in a sample of Italian undergraduate nursing students (Luciani et al, 2020), suggesting that gender differences in PVs among students could be explained in terms of their gender-role socialization. Since we found that gender differences in terms of PVs exist before the beginning of one's professional socialization, gender differences may reflect the different socialization of males and females in our Western-industrial culture (Betz et al, 1989).…”
Section: Discussionsupporting
confidence: 87%
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“…Although male and female medical students are exposed to similar educational socialization promoting similar PVs and professional behaviors, in our study, early stereotypical and cultural-dependent gender differences in PV profiles could be observed (see also Neittaanmäki et al, 1999;Schwartz & Rubel, 2005): male students scored higher on Self-Enhancement PVs (Power, Achievement, and Hedonism) while female students showed higher levels of Self-Transcendence (Benevolence and Universalism) and Conservation (Conformity and Tradition) PVs than their male counterparts. These gender differences in terms of PVs are consistent with those found in a sample of Italian undergraduate nursing students (Luciani et al, 2020), suggesting that gender differences in PVs among students could be explained in terms of their gender-role socialization. Since we found that gender differences in terms of PVs exist before the beginning of one's professional socialization, gender differences may reflect the different socialization of males and females in our Western-industrial culture (Betz et al, 1989).…”
Section: Discussionsupporting
confidence: 87%
“…Nevertheless, a previous study (Borges & Hartung, 2010) reported that, at the beginning of the education process, undergraduate medical students appear to appreciate the PVs of humanitarianism, idealism, and benevolence, whereas cynicism, independence, and control are valued more at the end of their studies. Moreover, a recent study found that a group of Italian first-year nursing students exhibited a PVs profile similar to that shown by our sample (Luciani et al, 2020). These similarities in the PVs profile among medical and nursing students suggest that Benevolence, Universalism, and Self-Direction are those PVs that drive people to choose a degree course in the health professions.…”
Section: Discussionsupporting
confidence: 86%
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“…Only a few studies include the student’s gender in the verbatim, without establishing a comparative analysis [ 9 ]. This is relevant because previous research has documented differences between male and female nursing students in relation to professional values [ 21 ], personal values [ 22 ], career choice and post-graduation outcomes [ 23 ]. In addition, socially constructed traditional gender norms can determine expected behaviors and attitudes in both male and female students in the context of a traditionally female profession [ 24 ].…”
Section: Introductionmentioning
confidence: 99%
“… 7 For this method, the students often lack in-depth thinking and joint discussion, and cannot combine clinical flexibly in practice. 8 The case-based teaching (CBT) is a mixed teaching method emphasizing case-based guidance, which is integrated with teaching objectives. 9 It’s been reported that CBT may have the advantage of emphasizing the enthusiasm of teaching, stimulating students’ interest in learning and improving students’ independent learning and interpersonal communication ability.…”
Section: Introductionmentioning
confidence: 99%