Professional values and ethical ideology: Perceptions of nursing students

2019 ◽  
Vol 27 (3) ◽  
pp. 726-740
Author(s):  
Ebin J Arries
Keyword(s):  
Nursing Students ◽  
Research Design ◽  
Professional Values ◽  
Future Research ◽  
Ethical Ideology ◽  
Cross Sectional ◽  
Convenience Sample ◽  
Undergraduate Nursing ◽  
Ethical Ideologies ◽  
Ethical Idealism

Background: Moral philosophical positions and professional values have been shown to influence nurses’ practice behaviours. Understanding nursing students’ professional values and ethical ideologies, therefore, is important as they may help inform evidence-informed curriculum decisions and education strategies to develop students’ professional reflective competencies. However, there is a dearth in current empirical data on Canadian nursing students’ perceptions of professional values and ethical positions. Objectives: This study’s purpose was to examine undergraduate nursing student’s perceptions of professional values and ethical ideology and explore relationships in data and selected participant demographic variables. Research design, participants and context: A descriptive cross-sectional research design was conducted with a convenience sample of undergraduate nursing students recruited from a university in Canada. An online encrypted survey consisting of two validated instruments was administered to participants who met study eligibility criteria. Descriptive and inferential statistics were employed to analyse the data and classify nursing students’ ethical ideologies into four categories based on mean scores for idealism and relativism. Ethical considerations: This study received ethical approval from the institutional Behavioural Research Ethics Board and was executed in-line with ethical principles for research involving humans. Findings: Nursing students scored high on professional values and ethical idealism and differed significantly on a measure of ethical relativism in terms of age and year of study. Professional values were significantly associated with ethical idealism. Based on mean scores for idealism and relativism, most nursing students in the study were classified as situationists. Discussion and conclusion: Findings suggest that faculty pay attention to influences of moral philosophical positions in facilitating nursing students’ professional values development. Implications for future research and curriculum are highlighted to strengthen nursing students’ professional values.

Comparison of professional values between nursing students in Taiwan and China

2014 ◽  
Vol 23 (2) ◽  
pp. 223-230 ◽  
Author(s):  
Yu-Hua Lin ◽  
Jie Li ◽  
Show-Ing Shieh ◽  
Chia-Chan Kao ◽  
I Lee ◽  
...  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Undergraduate Students ◽  
Professional Values ◽  
Cross Sectional ◽  
Convenience Sample ◽  
Nursing Educators ◽  
Significant Difference ◽  
Nursing Professional ◽  
Professional Value

Background: People in both Taiwan and China originally descended from the Han Chinese, but the societies have been separated for approximately 38 years. Due to different political systems, variations exist in healthcare and nursing education systems in Taiwan and China. Objective: The purpose of this study was to examine the professional values of nursing students in Taiwan and China. Design: A cross-sectional design was applied in this study. The Nursing Professional Value Scale–Revised was used to measure the professional values of the students. The questionnaire was distributed to eligible undergraduate students in a classroom setting. Ethical considerations: This study was approved by the Institutional Review Board at the first investigator’s university. Participants were informed that completion and return of the questionnaire was voluntary, and confidentiality was ensured by keeping the responses anonymous. Participants: A convenience sample included 292 Taiwanese students and 654 Chinese students. Findings: A total of 11 individual Nursing Professional Value Scale–Revised items showed significant differences between the two groups. These results reflect the differences in the perceived importance of these items between the groups. There was no significant difference between the two groups in the mean overall scores for the Nursing Professional Value Scale–Revised (p = .766) and three subscales (all p > .05). Conclusion: There are some differences in professional values between nursing students in Taiwan and China. Given the increasingly frequent and close interactions between Taiwan and China and the globalization of nursing, understanding these differences may help nursing educators identify students’ perceptions of their professional values and support the development of strategies to improve weaknesses in professional values.

scholarly journals Self-Reported Empathy among Nursing Students at a University in Jordan

2018 ◽  
Vol 12 (1) ◽  
pp. 255-263 ◽  
Author(s):  
Diala Altwalbeh ◽  
Abdullah Mousa Khamaiseh ◽  
Abdulnaser Algaralleh
Keyword(s):  
Nursing Students ◽  
Arab World ◽  
Cross Sectional Study ◽  
Male Students ◽  
Nursing Curriculum ◽  
Cross Sectional ◽  
Convenience Sample ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
The Mean

Background:Empathy is recognized as a highly valued professional characteristic in the nurse-patient relationship. Undergraduate nursing students are taught the importance of empathic relationships. Studies have been undertaken to explore the concept of empathy among nursing students, but there have been no investigations in Jordan or in the Arab world.Purpose:The aim of this study is to assess the level of self-reported empathy in undergraduate nursing students at Mutah University.Research Design:A cross-sectional study was undertaken using a paper-based version of the Jefferson Scale of Empathy. A convenience sample of 202 students was recruited from first, second, third and fourth year.Results:The mean score was 92.9, lower than scores reported in other studies. Results showed that female students’ empathy scores were significantly higher than male students, and there was a significant increase in empathy scores by study year.Conclusion:There is an urgent need for reforming the nursing curriculum with a focus on empathy skills.

scholarly journals Moral Resilience in Nursing Education: Exploring Undergraduate Nursing Students Perceptions of Resilience in Relation to Ethical Ideology

2021 ◽  
Vol 7 ◽  
pp. 237796082110177
Author(s):  
Ebin J. Arries-Kleyenstüber
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Pearson Correlation ◽  
Demographic Variables ◽  
Future Research ◽  
Policy Statement ◽  
Ethical Ideology ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Moral Resilience

Introduction Moral resilience has recently been proposed as one strategy to address moral distress in nurses and nursing students. Central to nursing students’ capacity for moral resilience is how they understood and enact resilience with an element of realism, suggesting an ethical, ideological influence. Resilience is shown to differ significantly across students, and possibly because of a disconnect between a students’ perceived resilience and their ethical ideology. Yet, resilience seldom has been explored in relation to ethical ideology. Objective This study aims to explore self-reported resilience in relation to ethical ideology in undergraduate nursing students, compare differences in scores, and explore relationships between study variables and selected demographic characteristics. Methods A descriptive cross-sectional research design was followed. An online encrypted survey was conducted among a convenient sample of nursing undergraduates who met the eligibility criteria and provided implied informed consent. This study complied with ethical principles outlined in the Canadian Tri-Council Policy Statement for research with human subjects. Ethical approval was secured from the University’s Research Ethics Board. Data were analyzed using mean scores, standard deviations, independent sample t-test, variance analysis with post hoc–testing, and Pearson correlation to explore differences in perceptions and associations between study and selected demographic variables. Results Undergraduate students have a high level of self-reported resilience. Statistically significant differences in self-reported resilience across selected demographic variables were observed. The association between resilience and ethical ideology was not significant. Ethical relativism was significantly correlated with age and year of study. Conclusion Findings suggest that faculty cultivating resilience in nursing students pays attention to gender’s influence discourses in students’ perceptions of resilience and ethical ideology and provides students with opportunities for ethical self-reflection and dialogue to critically examine their ethical ideological perspectives and the influence these may have on moral resilience development. Implications for future research are discussed.

scholarly journals Validation of the Evidence-Based Practice Competence Questionnaire for Nursing Students: A Cross-Sectional Study in Greece

2021 ◽  
Vol 11 (4) ◽  
pp. 765-774
Author(s):  
Athina Patelarou ◽  
Stefania Schetaki ◽  
Konstantinos Giakoumidakis ◽  
Paschalina Lialiou ◽  
Evridiki Patelarou
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Evidence Based Practice ◽  
Reliability And Validity ◽  
Evidence Based ◽  
Greek Version ◽  
Cross Sectional ◽  
Convenience Sample ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing

(1) Background: evidence-based nursing has been widely adopted by healthcare facilitators, and it is predicated on the connection between research evidence and clinical practice. The knowledge and implementation of evidence-based practice (EBP) depend on a variety of long-established barriers and attitudes. The purpose of this study was to translate and validate the Greek version of the evidence-based practice competence questionnaire (EBP-COQ) and test it on a sample of Greek undergraduate nursing students. (2) Methods: a cross-sectional analysis was conducted on data obtained between November 2018 and January 2019. A convenience sample of 320 Greek undergraduate nursing students participated in a survey to examine the psychometric properties of the tool. The reliability and validity of the tool was examined. Cronbach’s coefficient alpha was used to determine the scale’s internal consistency reliability. (3) Results: the EBP-COQ was translated and validated. The estimated Cronbach’s alpha was higher than 0.70 for all scales. Of the participants, 22.5% were men and 77.5% were women, while 31% of them were in their final year of nursing education. A total of 61% of the students stated that they had not participated in an EBP seminar in the past. High Spearman’s correlation coefficients were found for “Knowledge in EBP” with “Personal attitude towards EBP” (rs = 0.329, p < 0.001). (4) Conclusions: the Greek version of the EBP-COQ is a valid instrument that can be used in the Greek population. It provides information about attitude, knowledge and skills in the EBP approach.

scholarly journals Development and Validation of a Questionnaire to Measure Knowledge of and Attitude toward COVID-19 among Nursing Students in Greece

2020 ◽  
Vol 10 (2) ◽  
pp. 82-94
Author(s):  
Athina E. Patelarou ◽  
Theocharis Konstantinidis ◽  
Evangelia Kartsoni ◽  
Enkeleint A. Mechili ◽  
Petros Galanis ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Nursing Students ◽  
Cross Sectional Study ◽  
Theoretical Research ◽  
Healthcare Sector ◽  
Future Research ◽  
P Value ◽  
Validity And Reliability ◽  
Cross Sectional ◽  
Undergraduate Nursing

Background: During the COVID-19 pandemic, nursing students have had a key role in supporting the healthcare sector. They can join healthcare professionals in clinical practice or provide information to increase citizens’ levels of knowledge and their compliance with the restriction measures. The study aimed to develop and validate a tool to measure knowledge of and attitudes toward COVID-19 among nursing students in Greece. Methods: A questionnaire was developed through theoretical research and expert consultation. A cross-sectional study was conducted among 348 undergraduate nursing students of the Department of Nursing, Hellenic Mediterranean University, recruited by convenient sampling. Validity and reliability were analyzed. Results: The Kaiser–Meyer–Olkin measure was 0.84, indicating that the sample size was adequate for factor analysis. In addition, the p-value for Bartlett’s test of sphericity was <0.001, denoting that the correlation matrix was suitable for factor analysis. The construct validity of the questionnaire was determined through exploratory factor analysis (EFA), which revealed that 16 items lead to four factors: knowledge, attitude toward restriction measures, compliance with them, and volunteering. One of the key findings of this study was that participants preferred to receive information from valid sources rather than social media during the crucial period of the “infodemic”. Conclusions: The questionnaire was shown to have satisfying psychometric properties and, therefore, can be used as a tool in future research in the area of nursing students’ knowledge, attitudes, compliance, and volunteering during the COVID-19 pandemic.

Undergraduate Nursing Students’ Caring Behaviors: A Cross-Sectional Study

2018 ◽  
Vol 22 (4) ◽  
pp. 199-208 ◽  
Author(s):  
Zane Robinson Wolf ◽  
Deborah Byrne ◽  
Mary Hanson-Zalot
Keyword(s):  
Nursing Students ◽  
Nursing Care ◽  
Convergent Validity ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Convenience Sample ◽  
Undergraduate Nursing Students ◽  
Caring Behaviors ◽  
Undergraduate Nursing ◽  
Student Version

This cross-sectional, comparative descriptive design study aimed to compare self-reports of perceived caring, measured by the Caring Behaviors Inventory-16 Student Version, in a convenience sample of undergraduate nursing students across three levels of the curriculum, second, third, and fourth years. The study evaluated their confidence in providing nursing care with a professional confidence Visual Analog Scale. Combined perceived caring and confidence scores increased on posttest and differed at a statistically significant level between pretest and posttest. Pretest and posttest perceived caring scores differed significantly among the three curriculum levels, for pretest confidence, but not for posttest senior level confidence. Convergent validity testing revealed a weak association between perceived caring and confidence in providing nursing care for patients. Cronbach’s alpha for the CBI-16 Student Version established beginning reliability. Perceived caring may be unintentionally part of a hidden curriculum through student experiences with patients, registered nurses, and faculty who model caring behaviors.

scholarly journals Sources of Stress Among Undergraduate Nursing Students

2019 ◽  
Vol 11 (9) ◽  
pp. 116
Author(s):  
Salmah Alghamdi ◽  
Shrooq Aljabri ◽  
Ghayda Jafari ◽  
Rawan Alzebali ◽  
Nada Alkunaidiri ◽  
...  
Keyword(s):  
Nursing Students ◽  
Cross Sectional Study ◽  
Stress Index ◽  
Common Source ◽  
Cross Sectional ◽  
Convenience Sample ◽  
Personal Problems ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Objective Stress

OBJECTIVE: Stress is common among nursing students during their first years of study. Nursing students often experience high levels of stress because they frequently encounter various challenges that can negatively affect their academic performance and general health. However, common sources of stress among undergraduate nursing students have not been well identified. Therefore, the purpose of this study was to identify the common sources of stress among undergraduate nursing students. METHODS: This was a descriptive, cross-sectional study. The convenience sample included 87 female nursing students. The Student Nurse Stress Index (SNSI) was used to describe the sources of stress from four domains: academic load, clinical concerns, personal problems, and interface worries. RESULTS: The majority (95.4%) of the participants were aged between 19-21 years. The major source of stress was academic load (M = 3.38, SD = 0.82), followed by interface worries (M = 3.22, SD = 0.79), clinical concerns (M = 2.80, SD = 0.78), and personal problems (M = 2.43, SD = 1.02). CONCLUSION: The nursing students&rsquo; stress resulting from their academic load was higher than the other sources of stress, and it was related to the large number of materials, assignments, or subjects required for nursing students. It is recommended that undergraduate nursing students are supported by having schools organize the amount of academic work required for each subject. Given that the students&rsquo; academic load was the most common source of stress, coordination between the students and faculty about the requirements of each course is warranted.

scholarly journals Sources of Stress among Saudi Arabian Nursing Students: A Cross-Sectional Study

2021 ◽  
Vol 18 (22) ◽  
pp. 11958
Author(s):  
Wafaa Aljohani ◽  
Maram Banakhar ◽  
Loujain Sharif ◽  
Fatimah Alsaggaf ◽  
Ohood Felemban ◽  
...  
Keyword(s):  
Saudi Arabia ◽  
Nursing Students ◽  
Nursing Student ◽  
Cross Sectional Study ◽  
Cultural Learning ◽  
Cross Sectional ◽  
Convenience Sample ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Health Related

Introduction: Nursing students experience higher levels of stress than those in other health-related disciplines; however, there are limited data exploring stress among these students in a Saudi context. Aim: This study examines sources of stress among nursing students at an academic institution in Jeddah, Saudi Arabia, using a descriptive quantitative cross-sectional research design. Methods: Data were collected from a convenience sample of 500 undergraduate nursing students, with a response rate of 71.8%, using an adapted Stress in Nursing Students (SINS) questionnaire. Results: Nursing student sources of stress fell into three categories: academic concerns, clinical practice, and social factors. Discussion: The results demonstrate commonality between other countries’ sources of stress for nursing students but highlight cultural factors unique to Saudi Arabia. This study shows opportunities for cross-cultural learning and areas needing cultural tailoring to reduce stress among nursing students.

scholarly journals Emotional Intelligence and Uncertainty among Undergraduate Nursing Students during the COVID-19 Pandemic Outbreak: A Comparative Study

2020 ◽  
Vol 14 (1) ◽  
pp. 220-231
Author(s):  
Rasha Mohammed Hussien ◽  
Manal Mohamed Elkayal ◽  
Mahmoud Abdul Hameed Shahin
Keyword(s):  
Emotional Intelligence ◽  
Saudi Arabia ◽  
Nursing Students ◽  
Online Education ◽  
Medical Science ◽  
University Education ◽  
Cross Sectional ◽  
Convenience Sample ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing

Background: Emotional intelligence is considered to be one factor that helps individuals control their feelings. Objectives: This study aimed to investigate the emotional intelligence and uncertainty among undergraduate nursing students during the COVID-19 pandemic outbreak. Methods: A descriptive, cross-sectional design was used on a convenience sample, consisting of 284 undergraduate nursing students at the Faculty of Nursing, Zagazig University, Egypt, Faculty of Applied Medical Science, Taibah University, and Al-Ghad International Colleges, Kingdom of Saudi Arabia (KSA). Data were collected as responses to a questionnaire, which incorporated a sociodemographic datasheet, the Emotional Intelligence Scale, and the Intolerance of Uncertainty Scale. Results: The results showed significant differences in emotional intelligence mean scores between Saudi nursing students, who scored higher than their Egyptian counterparts, whereas the uncertainty mean scores were significantly higher among nursing students in Egypt than those in Saudi Arabia. Students in Saudi Arabia were significantly more satisfied with online education and online exams compared with those in Egypt. A negative correlation was identified between emotional intelligence mean scores and uncertainty mean scores among nursing students. Conclusion: A focus on the concept of emotional intelligence during university education may assist in the establishment of a supportive environment that can reduce uncertainty among nursing students. Improving, updating, financing, and facilitating online education technology should be a focus of educational institutions and ministries of education worldwide.

scholarly journals Comparing formative and summative simulation-based assessment in undergraduate nursing students: nursing competency acquisition and clinical simulation satisfaction

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Oscar Arrogante ◽  
Gracia María González-Romero ◽  
Eva María López-Torre ◽  
Laura Carrión-García ◽  
Alberto Polo
Keyword(s):  
Nursing Students ◽  
Formative Evaluation ◽  
Clinical Performance ◽  
Summative Evaluation ◽  
Cross Sectional ◽  
Undergraduate Nursing Students ◽  
Clinical Simulation ◽  
Undergraduate Nursing ◽  
Validated Questionnaire ◽  
Evaluation Strategies

Abstract Background Formative and summative evaluation are widely employed in simulated-based assessment. The aims of our study were to evaluate the acquisition of nursing competencies through clinical simulation in undergraduate nursing students and to compare their satisfaction with this methodology using these two evaluation strategies. Methods Two hundred eighteen undergraduate nursing students participated in a cross-sectional study, using a mixed-method. MAES© (self-learning methodology in simulated environments) sessions were developed to assess students by formative evaluation. Objective Structured Clinical Examination sessions were conducted to assess students by summative evaluation. Simulated scenarios recreated clinical cases of critical patients. Students´ performance in all simulated scenarios were assessed using checklists. A validated questionnaire was used to evaluate satisfaction with clinical simulation. Quantitative data were analysed using the IBM SPSS Statistics version 24.0 software, whereas qualitative data were analysed using the ATLAS-ti version 8.0 software. Results Most nursing students showed adequate clinical competence. Satisfaction with clinical simulation was higher when students were assessed using formative evaluation. The main students’ complaints with summative evaluation were related to reduced time for performing simulated scenarios and increased anxiety during their clinical performance. Conclusion The best solution to reduce students’ complaints with summative evaluation is to orient them to the simulated environment. It should be recommended to combine both evaluation strategies in simulated-based assessment, providing students feedback in summative evaluation, as well as evaluating their achievement of learning outcomes in formative evaluation.

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