Core professional nursing values of baccalaureate nursing students who are men

Measuring Professional Values Among Jordanian and Palestinian Undergraduate Nursing Students: A Comparative Study

BACKGROUND

Professional values provide a road map for guiding the behaviors of nursing students during practice and are considered standards for acceptable actions during the provision of nursing care. Nursing educators play a vital role in helping their students embrace professional values in their future career.

PURPOSE

This study was designed to assess and compare professional values among Jordanian and Palestinian undergraduate nursing students.

METHODS

In this descriptive, cross-sectional study, 182 Jordanian and 353 Palestinian nursing students completed the Nurses Professional Values Scale-Revised (NPVS-R), which covers five domains (caring, trust, justice, activism, and professionalism).

RESULTS

The mean age of the participants was 22.5 years, and most (56.6%) were female. The mean total score for the NPVS-R was 3.85, with the "justice" dimension receiving the highest mean score (4.07) and the "activism" dimension receiving the lowest mean score (3.63). The differences in mean NPVS-R total and dimension scores between the Jordanian and Palestinian students were not statistically significant.

CONCLUSIONS

The results of this study support that Jordanian and Palestinian undergraduate nursing students have an acceptable level of professional values, with the NPVS-R justice domain scoring relatively high and the NPVS-R activism domain scoring relatively low. The authors hope that the results of this study encourage nursing educators to continue improving professional values among their students, especially with regard to the relatively low-rated dimensions.

Employment intention and career planning of male nursing students in different levels of colleges and universities: A qualitative study

AIM

To explore the employment intention and career planning of male nursing students at different levels of colleges and universities and provide references for formulating individualized training content.

DESIGN

Phenomenological research method in qualitative research.

METHODS

Using a phenomenological research method, 15 male nursing students from three levels of colleges and universities were interviewed in a one-to-half structure, and the data were analysed using NVivo12.0 software and the Colaizzi seven-step analysis method.

RESULTS

Four themes and 10 sub-themes were extracted. The four themes included professional identity experience, nursing learning experience, career expectation and planning and educational needs. The 10 sub-themes included the negative effects of traditional impressions, the gradual establishment of professional identity, public health events promote professional identity, negative experiences in learning, positive growth from learning, varied career plans, career expectations and influencing factors, a reasonable schedule, diversity of content requirements and the positive effect of teaching teachers.

CONCLUSIONS

Influenced by many factors, the employment intention and career planning of male nursing students at different higher education levels are varied. Schools and clinical practice units should strengthen the training of employment intention and career planning and make reasonable time adjustments to the training content.

PUBLIC CONTRIBUTION

In total, 15 male interns accepted our interview request. We utilized their break time to conduct the interviews, resulting in significant contributions to the content of the article.

Effect of moral sensitivity on professional values of undergraduate nursing students: Mediating effect of empathic tendency

BACKGROUND

The development of professional values in nursing students is an important issue for the nursing profession. However, the research on nursing students' professional values and its related factors is very limited.

PURPOSE

This cross-sectional and correlational study aimed to examine the mediating effect of empathy between moral sensitivity and professional values.

METHODS

This study was conducted with 328 second, third and fourth-year students. The participants completed an online survey consisting of the student information form, Modified Moral Sensitivity Questionnaire for Student Nurses, Empathic Tendency Scale and Nursing Professional Values Scale.

RESULTS

The results showed that moral sensitivity affected undergraduate nursing students' professional values not only directly but also indirectly through empathic tendency.

CONCLUSIONS

The results of the study show that moral sensitivity and empathic tendency support the acquisition of professional values in undergraduate nursing students. Nurse educators needs to realize that can be improved professional values by integrating moral sensitivity and empathic tendency in their curriculum.

Are men treated differently in clinical placements during nursing studies? A cross-sectional study

AIM AND OBJECTIVE

To explore the perceptions of nursing students regarding the treatment of men in nursing during their clinical placement.

BACKGROUND

Negative placement experiences of men who are nursing students is a risk factor for student attrition. Hence, exploring gender disparity in treatment during placement from both men and women studying nursing will contribute to improving student experience and reducing attrition.

DESIGN

Survey capturing both quantitative and qualitative data.

METHODS

Nursing students were surveyed between July and September 2021 across 16 Schools of Nursing in Australia. In addition to the Clinical Learning Environment Inventory (CLEI-19), an open-ended question explored if men received different treatment during clinical placement.

RESULTS

Those who expressed difference in treatment of men were less satisfied with their clinical learning experience (p < .001). Of the 486 (39.6%) who responded to the open-ended question, 152 (31%) indicated a difference in the treatment of men, reporting that men received: (a) better (39%); (b) different, not exclusively better or worse (19%); and (c) worse (42%) treatment from either the clinical facilitator or ward staff. While both men and women perceived gender differences in the treatment of men during placement, men were more likely to report worse treatment.

CONCLUSION

Despite the advances achieved in recruiting men in nursing, negative experiences during clinical placement are characterised by stereotypes, prejudice and discrimination, adversely impact retention.

RELEVANCE TO CLINICAL PRACTICE

Nurse educators need to recognise specific support students require during placement regardless of gender. Our findings reinforce the adverse impacts of inequitable treatment on both men and women nursing students on learning, clinical performance, morale and ultimately on retention in the nursing workforce. Addressing gender stereotyping and discrimination in the undergraduate nursing program is an important step in promoting diversity and inclusivity in the nursing workforce.

Lack of awareness of nursing as a career choice for men: A qualitative descriptive study

AIMS

This research aimed to identify the factors that impact why men do not view nursing as a career choice.

DESIGN

Qualitative description was utilized to capture the rich narratives and insight of participants.

METHODS

Through convenience sampling, nine New Zealand qualified male nurses within their first three years of practice were recruited. Semi-structured interviews were conducted between November 2019 and January 2020 via zoom from sites across New Zealand. All interviews were recorded and transcribed, with the data analysed using Braun and Clarke's thematic analysis.

RESULTS

The findings reflected the experiences of the research participants as they made sense of a predominantly female-dominated work environment both during their undergraduate training and prior to recruitment. The research identified two key themes: The first found that men in nursing experienced isolation due to the societal gendering of nursing influencing the participant's knowledge and understanding of what nursing was, as a career. The second theme found that for participants, nursing was not prominent in their awareness when leaving school and making career choices.

CONCLUSION

This research indicates that nursing as a career choice for men is still underpinned by a lack of understanding of the actual role of the nurse and what nurses do, and is more supported by a societal perception that nursing is still a feminized profession. Findings can be used to make recommendations for change in the profession to strengthen diversity in the workforce and redefine the recruitment of men into nursing.

IMPACT

This research reviewed the career choices of men in nursing and why they chose nursing as a profession. Understanding the barriers of why men do not consider nursing as a career choice assists with finding strategies in both the clinical and academic environments that can enable greater gender diversity within the nursing profession.

NO PATIENT OR PUBLIC CONTRIBUTION

This applies to this research as the focus was on male registered nurses only.

Factors affecting nurses' professional values: A comprehensive integrative review

OBJECTIVES

Values should inform the care every nurse provides. Professional values equally affect patient care and organizational outcomes. In addition, they aid in forming a basis for moral judgments. The aim of this review is to elucidate the whole spectrum of factors affecting the development of nurses' professional values.

DESIGN

An integrative review approach was chosen.

DATA SOURCE

The review included searches in four databases - MEDLINE Complete, CINAHL Plus, ERIC, and Scopus - from January 2015 to November 2021, 572 articles were screened resulting in 35 quantitative and qualitative articles that met the inclusion criteria and passed the critical appraisal.

RESULT

Five major themes and subthemes emerged from the review: Individual determinants was the first theme. Education was the second theme. Experience was the third theme. The fourth theme was nurses' values perceptions. The final theme dealt with the impact of role models.

CONCLUSION

Understanding the power of nursing values as an effective influencer of nursing practice is important because nurses' values can ensure high-quality care and strengthen the professional brand.

Isolation and Marginalization: Exploring Attrition of Men in Preregistration Nursing Programs

BACKGROUND

In Scotland, similar to other countries, male nursing students have a high attrition rate. This study examined the reasons for and ways to decrease the attrition rate.

METHOD

This four-phase collaborative study included four Scottish universities. Phase 1 involved three telephone interviews with men who had left a nursing program. Phases 2 through 4 used focus groups and interviews with 18 nursing students (13 men and 5 women) and 12 nurse lecturers. Thematic analysis followed a four-stage process.

RESULTS

Male nursing students in this study felt isolated and marginalized, were stereotyped regarding their masculinity and physical attributes, had difficulty communicating, and were reluctant to seek help. Financial pressures and access to learning opportunities also disproportionately affected male students. Resilience and maturity are required to cope with these challenges.

CONCLUSION

Proactive measures and visible role models in academic and clinical environments are needed to support male students in completing their nursing education. [J Nurs Educ. 2022;61(4):179-186.].

Registered Nurse’s Perception on Nursing Brand Image during the COVID-19 Pandemic Era in Indonesia

BACKGROUND: Coronavirus disease 2019 (COVID-19) has changed the image of nursing globally. However, the nursing brand image remains limited to explore among registered nurses during the COVID-19 pandemic era in Indonesia. AIM: This study aims to explore registered nurse’s perception of nursing brand image in Indonesia during the COVID-19 pandemic era. METHODS: The descriptive qualitative study was conducted using purposive sampling technique. This study enrolled 15 registered nurses who cared for COVID-19 patients. The semi-structured interview was conducted face-to-face within 45–60 min through WhatsApp video calls. Colaizzi’s methods and NVivo 12TM Plus were used for data analysis. RESULTS: The data analysis revealed five themes, namely, (1) Caring as a nursing brand image; (2) Interprofessional collaboration culture; (3) Providing 24-h holistic care; (4) Being more respected; (5) Becoming a long-life learner. CONCLUSION: During COVID-19 pandemic era, nurses perceived that nursing brand image becomes more positive in Indonesia.

Male and female nursing students' opinions about gender and nursing as a career in Turkey: A qualitative study

AIM

This study was conducted to reveal the feelings, thoughts and opinions of male and female nursing students about gender perception in nursing.

DESIGN AND METHODS

This descriptive study using qualitative methods sought to reveal gender perception among first- and fourth-year nursing students. The focus group interview (FGI) approach was used purposefully to obtain in-depth information about nursing students' gender perceptions and their underlying attitudes, beliefs and behaviours. There were 27 female and 17 male participants, of whom 23 were first-year and 21 were fourth-year nursing students.

RESULTS

The analysis revealed four themes: (1) reasons for choosing the nursing profession, (2) gender perception, (3) religion and cultural factors and (4) occupational gender perception. The students reported that in certain units, gender would make a more positive difference for patients and themselves. The responses of male students regarding their professional gender perceptions also differed depending on whether they were first- or fourth-year students.

CONCLUSIONS

Gender affects the perception of professional gender and to has a positive effect on the adoption of the profession during education by male students.

Professional Values in a Sample of Nursing Students from Different Countries

AIM

This study aimed to determine the professional values of nursing students from different countries.

METHODS

This descriptive study was conducted with a convenience sample of nursing students from different countries. The data were collected using an identification form and the Nurses’ Professional Values Scale–Revised. A total of 305 nursing students from Turkey, Tanzania, and Spain were included in the analysis.

RESULTS

In this study, the mean nursing professional values scores were 113.5±12.8, 105.8±16.0, 107.9±8.4 for Turkey, Tanzania, and Spain, respectively (minimum–maximum: 44–130). There were no statistically significant differences between the Turkish and the Spanish students’ professional value scores, but the Turkish students’ scores were higher than the Tanzanian students.

CONCLUSION

The factors affecting the level of professional values of students for each country were different. For educators, it is important to develop teaching strategies to empower professional values. Understanding cultural differences can guide professional values and universal ethics in nursing practice, education, and research.

The hidden curriculum: Undergraduate nursing students' perspectives of socialization and professionalism

BACKGROUND AND AIM

Nursing students form a professional identity from their core values, role models, and past experiences, and these factors contribute to the development of their professional identity. The hidden curriculum, a set of ethics and values learned within a clinical setting, may be part of developing a professional identity. Nursing students will develop a professional identity throughout school; however, their identity might be challenged as they attempt to balance their core values with behaviors learned through the hidden curriculum. The purpose of this project was to educate students on the hidden curriculum in the development of their professional identity.

MATERIALS AND METHODS

A sample of 112 senior nursing students was recruited from a northeastern university in the United States for this study. Pre-post survey design was used, and an educational session was administered prior to the post-survey. Descriptive statistics and a valid percentage were used to describe the data within the surveys.

ETHICAL CONSIDERATION

Study was approved by the author's University Institutional Review Board.

FINDINGS

A significant finding was for advocacy as students would speak up if witnessing inappropriate behavior toward patients or families with a mean score increase from 2.50 (pre-survey) to 1.45 (post-survey). Also, over 95% (n = 106) found the educational session beneficial as they learned they had the ability to advocate and speak up for their patients.

CONCLUSION

Students were able to use their core values and advocate for their patients and families which allows for safer patient care.

Differences in Gender-related Profile Characteristics, Perceptions, and Outcomes of Accelerated Second Degree Nursing Students

BACKGROUND

The New Careers in Nursing (NCIN) program provided scholarships and other supports to accelerated degree students at 130 nursing schools and collected data from the scholars at three time-points.

PURPOSE

The NCIN database was analyzed to identify gender-based differences in scholars' profile characteristics, program experiences, and post-graduation outcomes.

METHOD

An adaptation of Jeffreys's Nursing Universal Retention and Success Model guided the analysis. Gender differences were assessed after multiplicity adjustments for false positive rates.

RESULTS

Differences based on gender were found for profile characteristics, student affective factors, academic factors, professional integration factors, environmental factors, as well as academic, psychological and NCIN program outcomes. Results suggest that males were influenced by economic factors more than females when choosing nursing as a career. They had fewer concerns about financial aspects associated with being a student again yet secured employment sooner after graduation than female scholars. They did not view support services as important as did female students. They expressed confidence in their leadership competence more than their female counterparts.

CONCLUSION

Efforts are needed to better understand and address the nuanced gender-based perceptions and needs of nursing students who are male.

Professional Values Competency Evaluation: Comparing Student Written Assignments to Literature Findings

Nurse educators have had no clear evidence-based method to evaluate student competency related to professional values. This article describes a comparative analysis in which the list of professional values identified in a research study of undergraduate prelicensure nursing student assignments was compared with a list identified in an integrative review of nursing literature. Comparative analysis allowed for a categorization of professional values that were either congruent between student assignments and literature, exclusively evident in literature, or exclusively evident in student assignments. Findings may contribute to curricular process improvements promoting professional values development in undergraduate nursing students.

The effects of nursing education on professional values: A longitudinal study

BACKGROUND

It is considered to be extremely important to ensure that nurses adopt professional values during their education in order to improve nursing practices and develop a professional identity.

OBJECTIVES

The aim of this study is to investigate the effects of nursing education on development of professional values.

DESIGN

This study was designed as a longitudinal study.

SETTINGS

The study was conducted in a nursing department at a nursing school in the western Turkey.

PARTICIPANTS

The population of the study consisted of nursing students who were enrolled in the nursing department in academic year of 2011-2012. The data of the study were collected from 59 first-year students in 2011 and 83 fourth-year students in 2015.

METHODS

The data of the study were collected using Personal Information Form and Nursing Professional Values Scale-NPVS. The participants responded to the same questionnaire in their first and fourth years in the department.

RESULTS

The scale mean score of the students in their first year was 3.44±0.635. The highest scores were obtained from the subscales of responsibility, security, and autonomy. Their scale mean score in their fourth year was 3.93±0.727. The highest scores were obtained from the subscales of dignity and autonomy. The difference between the mean scores was statistically significant (p=0.001).

CONCLUSIONS

It was concluded that nursing education had a significant effect on development of professional values.

General and professional values of student nurses and nurse educators

AIM

The aim of this study was to explore and compare the self-reported general and professional values in undergraduate student nurses and nurse educators in Lithuania.

BACKGROUND

Contemporary nursing requires strong moral motivation and clear values as nurses confront many ethical dilemas in their practice. Students acquire essential values of the nursing profession through the appropriate role modelling of their educators. Nursing students seek to become capable in providing ethical and professional patient care while their educators attempt to model desired behaviours.

DESIGN

A national cross-sectional comparative study was carried out in March 2011. Four-hundred eight respondents participated: 316 undergraduate nursing students and 92 nurse educators.

METHODS

A 57-item questionnaire was delivered to nursing programs at three universities and six colleges. Permission to conduct the study was granted by The Center on Bioethics.

RESULTS

Student nurses and their educators rated the general value of altruism equally. Educators, in comparison with students, ranked honesty and intellectualism significantly higher and more often admired truth-telling in any circumstance. Students were more likely to avoid intellectual challenges in reading and placed lower importance on academic qualifications for career advancement. The professional nursing values of honesty, intellectualism and authority were ranked significantly higher by nurse educators than student nurses.

CONCLUSIONS

The study revealed differences in self-reported general and professional values in undergraduate student nurses and nurse educators. The values of nurse educators were not always stronger than those of students. Positive relationships between particular general and professional values in both students and educators confirmed the link between professional and personal values.

Professional nursing values: A concept analysis

AIM

The aim of this concept analysis is to clarify the meaning of professional nursing values.

BACKGROUND

In a time of increasing ethical dilemmas, it is essential that nurses internalize professional values to develop and maintain a professional identity. However, nursing organizations and researchers provide different conceptions of professional nursing values, leading to a lack of clarity as to the meaning and attributes of this construct.

DESIGN

Walker and Avant's (2011) method was used to guide an analysis of this concept.

DATA SOURCE

Resources published from 1973 to 2016 were identified via electronic databases and hand-searching of reference lists.

REVIEW METHODS

A review of the literature was completed and the data were analyzed to identify uses of the concept; the defining attributes of the concept; borderline, related, contrary, and illegitimate examples; antecedents and consequences; and empirical referents.

RESULTS

Professional nursing values were defined as important professional nursing principles of human dignity, integrity, altruism, and justice that serve as a framework for standards, professional practice, and evaluation.

CONCLUSIONS

Further research is needed in the development and testing of professional nursing values theory, and the reassessment of values instruments. Core professional values that are articulated may help unify the profession and demonstrate the value of nursing to the public.

“The Good Ole’ Girls’ Nursing Club”: The Male Student Perspective

Background: Diversity in nursing remains limited with little progress made in the recruitment of males. The purpose of this research was to garner the male nursing students’ perspectives of their lived experiences while enrolled in their undergraduate program. Method: A phenomenological group focus approach was utilized with male nursing students regarding their lived experiences of what factors support or negate their being successful in completing a nursing program. Results: Four themes were interpreted: exclusion, gender bias, career expectations, and acceptance. Exclusion and gender bias were seen as negative impact factors, while career expectations was both a motivating factor and a negating factor. Acceptance was interpreted as an important positive factor. Conclusion: A call for change to the profession of nursing from a culture of the “good ole’ girls’ nursing club” to one of “great nurses from both genders and all ethnicities” is critical for the future growth of the profession.