Importance of Professional Nursing Values: A National Study of Baccalaureate Programs

1994 ◽  
Vol 33 (6) ◽  
pp. 257-262 ◽  
Author(s):  
Diane K Eddy ◽  
Victoria Elfrink ◽  
Darlene Weis ◽  
Mary Jane Schank
2012 ◽  
Vol 20 (4) ◽  
pp. 479-490 ◽  
Author(s):  
Trisha A Iacobucci ◽  
Barbara J Daly ◽  
Debbie Lindell ◽  
Mary Quinn Griffin

Professional identity and competent ethical behaviors of nursing students are commonly developed through curricular inclusion of professional nursing values education. Despite the enactment of this approach, nursing students continue to express difficulty in managing ethical conflicts encountered in their practice. This descriptive correlational study explores the relationships between professional nursing values, self-esteem, and ethical decision making among senior baccalaureate nursing students. A convenience sample of 47 senior nursing students from the United States were surveyed for their level of internalized professional nursing values (Revised Professional Nursing Values Scale), level of self-esteem (Rosenberg’s Self-Esteem Scale), and perceived level of confidence in ethical decision making. A significant positive relationship (p < 0.05) was found between nursing students’ professional nursing values and levels of self-esteem. The results of this study can be useful to nursing educators whose efforts are focused on promoting professional identity development and competent ethical behaviors of future nurses.


2016 ◽  
Vol 18 ◽  
pp. 36-45 ◽  
Author(s):  
Deborah M. Mazhindu ◽  
Lauren Griffiths ◽  
Carol Pook ◽  
Allen Erskine ◽  
Roger Ellis ◽  
...  

The second edition of the Oxford Handbook of Adult Nursing addresses the philosophy, principles, and practice of general adult nursing, and the ways in which general adult nurses relate to people, engage critically with professional knowledge, and organize appropriate nursing care and interventions. The content provides information to help general nurses to draw on their personal and professional values, knowledge, and experience when making general practice decisions and organizing care. The handbook is designed to be a broad reference source, focused on the types of conditions that general adult nurses are most likely to come across in their everyday work, whether this is in hospital, hospice, or community locations. The handbook is arranged in four sections, each of which presents key facts related to professional nursing values, communication and interpersonal skills, nursing practice and decision-making, and leadership, management, and teamwork. Details of clinical procedures are not included, as these are expertly addressed in the Oxford Handbook of Clinical Skills in Adult Nursing. Part 1—Professional nursing values (Chapters 1–4)—outlines the values and statutory responsibilities underpinning all nursing practice, decision-making, and patient care. Part 2—Communication and interpersonal skills (Chapters 5–11)—discusses key features of empathetic communication in different nursing contexts. Part 3—Nursing practice and decision-making (Chapters 12–26)—provides key facts about health conditions in different body systems, along with potential investigations and treatment approaches. These chapters also highlight related nursing considerations, to stimulate and support thinking and decision-making in practice. Part 4—Nursing leadership, teamwork, and collectives (Chapters 27–31)—focuses on leadership, management, and teamwork, and the way nurses interact with each other, patients, and the public. Each chapter also lists useful sources of further information. The majority of these are online resources, in recognition of the way most people use information and communication technology in everyday nursing practice, education, and research. Other texts in the Oxford nursing handbook series provide a wide range of specialist texts to cover the detail of more specialized aspects of nursing practice, and reference to these are included throughout the text.


2017 ◽  
Vol 26 (4) ◽  
pp. 1087-1100 ◽  
Author(s):  
David Pickles ◽  
Sheryl de Lacey ◽  
Lindy King

Background: Studies have established that negative perceptions of people living with HIV/AIDS exist among nursing students throughout the world, perceptions which can be detrimental to the delivery of high-quality nursing care. Objectives: The purpose of this research was to explore socio-cultural influences on the perceptions of nursing students towards caring for people living with HIV/AIDS. Research design: The study was guided by stigma theory, a qualitative descriptive research approach was adopted. Data collected via semi-structured interviews were thematically analysed. Participants and research context: Participants were 21 international and Australian undergraduate nursing students enrolled in a Bachelor of Nursing programme at an Australian university. Ethical considerations: Ethical approval was granted by the Social and Behavioural Research Ethics Committee at the study university. Participation was entirely voluntary; informed consent was obtained before the study commenced; confidentiality and anonymity were assured. Findings: Three major themes were found: blame, othering and values. Complex and interrelated factors constructed participant perceptions of people living with HIV/AIDS, perceptions underscored by the prevailing culturally construed blame and othering associated with HIV/AIDS. The study found discordance between the negative personal beliefs and perceptions some nursing students have towards people living with HIV/AIDS, and the professional values expected of them as Registered Nurses. Discussion: There was considerable commonality between this and previous studies on how homosexuality and illicit drug use were perceived and stigmatised, correlating with the blame directed towards people living with HIV/AIDS. These perceptions indicated some nursing students potentially risked not fulfilling the ethical and professional obligations the Registered Nurse. Conclusion: Nursing curriculum should be strengthened in relation to comprehending the meaning of being stigmatised by society. Educational institutions need to work towards enhancing strategies that assist nursing students to reconcile any incongruity between their personal beliefs and requisite professional nursing values.


2008 ◽  
Vol 28 (1) ◽  
pp. 108-114 ◽  
Author(s):  
May H.L. Lui ◽  
Lai Wah Lam ◽  
Iris F.K. Lee ◽  
Wai Tong Chien ◽  
Janita P.C. Chau ◽  
...  

2021 ◽  
Vol 50 ◽  
pp. 102953
Author(s):  
María de los Ángeles Rodríguez-Gázquez ◽  
Salomé Basurto Hoyuelos ◽  
José Rafael González-López

Nursing Forum ◽  
2017 ◽  
Vol 53 (1) ◽  
pp. 69-75 ◽  
Author(s):  
Bonnie J. Schmidt ◽  
Erin C. McArthur

Author(s):  
Maria Flynn ◽  
Dave Mercer

In addition to upholding professional nursing values and behaviours at all times, nurses also have a duty to ensure that the clinical environment in which they work is safe. This responsibility extends to the safety of patients, the public, colleagues, and any visitors to the clinical area. The safety of clinical environments is largely regulated by law and managed through strict local policies and operating procedures. This chapter outlines some key aspects of safety in the clinical environment which impact on nurses’ daily work.


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