Lithuanian University of Health Sciences, Faculty of Nursing, Department of Nursing and Care, Kaunas, Lithuania.
School of Nursing, Quinnipiac University, Hamden, USA.
J Adv Nurs. 2018 Mar;74(3):666-676. doi: 10.1111/jan.13473. Epub 2017 Oct 30.
The aim of this study was to explore and compare the self-reported general and professional values in undergraduate student nurses and nurse educators in Lithuania.
Contemporary nursing requires strong moral motivation and clear values as nurses confront many ethical dilemas in their practice. Students acquire essential values of the nursing profession through the appropriate role modelling of their educators. Nursing students seek to become capable in providing ethical and professional patient care while their educators attempt to model desired behaviours.
A national cross-sectional comparative study was carried out in March 2011. Four-hundred eight respondents participated: 316 undergraduate nursing students and 92 nurse educators.
A 57-item questionnaire was delivered to nursing programs at three universities and six colleges. Permission to conduct the study was granted by The Center on Bioethics.
Student nurses and their educators rated the general value of altruism equally. Educators, in comparison with students, ranked honesty and intellectualism significantly higher and more often admired truth-telling in any circumstance. Students were more likely to avoid intellectual challenges in reading and placed lower importance on academic qualifications for career advancement. The professional nursing values of honesty, intellectualism and authority were ranked significantly higher by nurse educators than student nurses.
The study revealed differences in self-reported general and professional values in undergraduate student nurses and nurse educators. The values of nurse educators were not always stronger than those of students. Positive relationships between particular general and professional values in both students and educators confirmed the link between professional and personal values.
本研究旨在探索和比较立陶宛本科护生和护理教师的自我报告的一般价值观和专业价值观。
当代护理需要强大的道德动机和明确的价值观，因为护士在实践中会遇到许多伦理困境。学生通过教育者的适当榜样学习护理职业的基本价值观。护理学生希望在提供伦理和专业的患者护理方面变得有能力，而他们的教育者则试图树立期望的行为模式。
这是一项 2011 年 3 月进行的全国性横断面比较研究。共有 408 名受访者参与：316 名本科护理学生和 92 名护理教师。
向三所大学和六所学院的护理课程发放了一份包含 57 个问题的问卷。该研究获得了生物伦理学中心的许可。
护生和教育者对利他主义这一一般价值观的评价是平等的。与学生相比，教育者显著更高地评价了诚实和理智主义，并更经常赞赏任何情况下的说实话。学生更倾向于避免阅读中的智力挑战，对学术资格在职业发展中的重要性评价较低。诚实、理智主义和权威等专业护理价值观得到了护理教师的高度评价，而护生的评价则较低。
该研究揭示了本科护生和护理教师自我报告的一般价值观和专业价值观存在差异。教育者的价值观并不总是比学生的更强。在学生和教育者中，特定的一般价值观和专业价值观之间存在积极的关系，这证实了专业价值观和个人价值观之间的联系。
