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URL: http://ijn.iums.ac.ir/article-1-1282-en.html
Background & Aims: Professional values are the base of development of professional identity and commitment to the profession. However, there is limited research about professional values of nursing students in Iran. This pilot study aims to determine nursing students' perspective on professional values in Tabriz University of Medical Sciences.
Materials & Methods: It was a pilot descriptive, cross sectional study. Fifty six undergraduate nursing students in their last semester were recruited by census and their perspective on professional values was assessed during 2010. Data was collected by a two-part questionnaire. The first part included demographic variables and the second part was Nursing Professional Values Scale- Revised (NPVS_R) which examines 5 dimensions (caring, activism, trust, professionalism and justice) of professional values. Data was analyzed by descriptive and nonparametric statistical tests (Mann-whitney, Kruskal-wallis) and correlation tests (Spearman's rho) using SPSS-PC (v. 13).
Results: Mean scores of caring, activism, trust, professionalism, justice and overall dimensions was 3.55, 3.34, 3.82, 3.63, 3.72 and 3.59 respectively. The most important statements from the students’ perspective were " Maintaining confidentiality of patient" and " Maintaining clinical competency " . Moreover, the students rated " Participate in peer review", "Confront practitioners with inappropriate practice", and "Participate in nursing research and/or implement research findings” as least significant. There was a significant association between the age of students and their perspective on "trust" dimension of professional values (p<0.05).
Conclusion: Although the mean scores were within a ‘fairly important’ to ‘important’, but there is need for more programs to improve the students’ knowledge about some professional responsibilities and promoting their professional performance in a wide range of professional areas associated with caring dutiesReceived: 2012/08/13 | Accepted: 2014/08/25 | Published: 2014/08/25
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