Table 2 Nursing students' professional values development studies summary
Items | Contents |
|---|---|
Period of education | 1 week, 4 weeks, 8 weeks, 4 years |
Target participants | Undergraduate nursing students, post-secondary nursing students |
Form of organisation | Values development courses, hidden curriculum, film teaching activities, job experience activities, thematic practical activities, transcultural nursing education, international service learning projects |
Education methods | Lectures, seminars, group discussions, oral presentations, reflective diaries |
Education strategy | (1) Components of professional values education: (i) early introduction of values in nursing education; (ii) motivating students; (iii) nature of values; (iv) cultural values; (v) examination of personal values; (vi) clarification of the five core values (2) Professional values model: (i) personal values; (ii) professional nursing values; (iii) quality of care (3) Core values education: (i) "human dignity" in the first semester; (ii)"integrity" in the second semester; (iii) "autonomy" in the third semester; (iv) "altruism" in the fourth semester; (v)"Altruism" in the fourth semester; (vi) "Social justice" in the fifth semester (4) The seven pillars of "giving voice to values": values, choices, norms, purpose, self-knowledge and alignment, voice, reason, and rationalisation (5) A model for teaching values-based inquiry learning: self-awareness, caring and compassionate professional values, and awareness of the values of others |
Education content | (1) Group discussion: conceptual definition of professional values, sharing stories of altruistic behaviour, discussion of social justice issues (2) Experiential activities: sensory substitution experience, participation in a mock job application exercise, acting as a practical room manager, clinical simulation, watching a film related to professional values in nursing, and creating a living advance directive (3) Teaching activities: participation in study tours abroad, conference preparation, ethics courses, cross-cultural nursing courses, analysis of disciplinary incidents among nurses, clinical apprenticeships, case studies, sharing of public figures' deeds, and public health nursing courses (4) Social activities: participation in volunteer activities, etc |
Evaluation methods | (1) Qualitative evaluation methods: (1) Focus group interviews; (2) Values clarification exercise questionnaire including the following questions: I believe the purpose of nursing is ……; I believe this purpose can be achieved through ……; I believe factors that may inhibit or make this purpose to be achieved factors include ……; I want to become a nurse because ……; I feel it is worthwhile when ……; I do not feel it is worthwhile when… …when (2) Quantitative evaluation method: questionnaire method (Revised Nursing Professional Values Scale, the Korean version of the Nursing Professional Values Scale) |