I-Shou University, Taiwan.
Nurs Ethics. 2010 Sep;17(5):646-54. doi: 10.1177/0969733010373011.
Professional values are standards for action and provide a framework for evaluating behavior. This study examined changes in the professional values of nursing students between their entrance to and graduation from an undergraduate nursing program. A pre- and post-test design was employed. A convenience sample of 94 students from a university in Taiwan was surveyed. Data were collected from students during the sophomore and senior years. Total scores obtained for the revised Nurses Professional Values Scale during the senior year of the nursing program were significantly higher than upon program entry. The 'caring' subscale was scored highest at both program entry and graduation, but the pre- and post-test scores were not significantly different from each other. The students scored significantly higher on the 'professionalism' and 'activism' subscales at post-test than they did at pre-test. Professional values changed in a positive direction between the beginning of the student nurses' educational experience and their graduation. The results supported the premise that education had a positive effect on these students' professional values but causality could not be assumed.
专业价值观是行动的标准，为行为评估提供了框架。本研究调查了护理专业学生在本科护理课程入学和毕业之间的专业价值观变化。采用了前测后测设计。在台湾的一所大学，便利抽样了 94 名学生。在大二和大四期间从学生那里收集数据。护理课程高年级学生在修订后的护士专业价值观量表上获得的总分明显高于入学时的分数。在入学和毕业时，“关怀”分量表的得分最高，但前后测试分数彼此之间没有显著差异。与前测相比，学生在后测中在“专业精神”和“行动主义”分量表上的得分显著更高。学生在护理教育经历开始和毕业之间，专业价值观朝着积极的方向变化。结果支持教育对这些学生的专业价值观产生积极影响的前提，但不能假设因果关系。
