Comparing Professional Values of Sophomore and Senior Baccalaureate Nursing Students

The 2015 American Nurses' Association Code of Ethics reinforces professional values in nursing, and nurse educators may need evidence of their students' professional development. Using the Nurses Professional Values Scale-Revised (NPVS-R), researchers examined two questions: What is the re...

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Bibliographic Details
Published in:The Journal of nursing education 2017-09, Vol.56 (9), p.546-550
Main Authors: Posluszny, Laura, Hawley, Diane A
Format: Article
Language:English
Subjects:
Attitude of Health Personnel
Caring
College students
Data Analysis
Education, Nursing, Baccalaureate
Empathy
Ethics, Nursing
Humans
Nursing
Nursing education
Nursing Students
Patient Advocacy
Professional development
Professional ethics
Professionalism
Social Justice
Students, Nursing - psychology
Trust
Undergraduate Study
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Summary:The 2015 American Nurses' Association Code of Ethics reinforces professional values in nursing, and nurse educators may need evidence of their students' professional development. Using the Nurses Professional Values Scale-Revised (NPVS-R), researchers examined two questions: What is the relative importance of professional values (i.e., caring, trust, justice, activism, and professionalism) for beginning and graduating baccalaureate nursing students, and are there differences in professional values between these students? New and graduating nursing students in the current study had well-developed professional values. Sophomore-level nursing students viewed trust, caring, and justice as significantly more important than activism. Senior-level students perceived trust as significantly more important than activism and professionalism. Although total NPVS-R scores did not differ significantly between cohorts, senior-level students did score significantly higher on activism than sophomore-level students. With the revised Code, nurse educators may reevaluate the ethics curriculum. This study suggests opportunity for strengthening values beyond the nurse-client relationship, such as activism and professionalism. [J Nurs Educ. 2017;56(9):546-550.].
ISSN:0148-4834
1938-2421
DOI:10.3928/01484834-20170817-06