Development of professional nursing values: Differences in nursing students' values based on program type and delivery method.

摘要

The increase in complexity of healthcare has led to a growing demand for a baccalaureate prepared nursing workforce. In response to the escalating demand for access to advanced education by non-traditional students, many nursing programs are using distance technology to deliver education. Although research has demonstrated the positive impact baccalaureate prepared nurses have on the quality of patient care, there are conflicting findings regarding the relationship between advanced education and the development of professional nursing values. Because internalization of the profession's standards for behavior are a critical component of the educational process, it is essential to understand the differences in professional nursing values based on advanced nursing education and the use of distance teaching methods.;The purpose of this study was to determine nursing student professional values. The study also determined if there were differences between the professional nursing values of students based on program type, delivery method, and personal demographics. This study used the Nursing Professional Values Scale -- Revised to determine the level of importance placed on the following values: caring, trust, professionalism, justice, and activism. The values incorporated within this instrument correspond with the American Nurses Association Code of Ethics for Nurses. The study was conducted in a midwest university and compared values between associate degree and RN-to-BSN students in their final semester and between associate degree students receiving their education through face-to-face and distance methods.;The research found that nursing students report high levels of professional nursing values. Nursing behaviors encompassed in the value of trust were perceived as most important while behaviors associated with the value of activism were perceived as least important. Nursing students placed a higher level of importance on values that relate to direct patient care and a lower level of importance on professional behaviors including involvement in professional associations, research, and policy development. There was a significant difference (F (df = 3, 105) = 3.79, p = .013) related to the level of importance assigned to the value of trust based on age. Students age 34 and over placed a higher level of importance on trust than younger students, age 18 - 22.