<abstract xmlns="http://www.w3.org/1999/xhtml">

<sec><h3>Objective</h3>
<p>Baccalaureate degree curricula consist of several professional values required for nursing students, which are taught in many ways. This study aimed to explore the perception of baccalaureate Jordanian nursing students regarding professional values and to assess the relationship between students’ demographics and their perception of professional values.</p>
</sec>
<sec><h3>Methods</h3>
<p>The study design was a descriptive, cross-sectional correlational design. A convenience sample of 182 Jordanian undergraduate nursing students enrolled at one of the most prominent universities in Jordan who completed and submitted a self-administered Nurses’ Professional Values Scale (NPVS) was considered for this study.</p>
</sec>
<sec><h3>Results</h3>
<p>The NPVS total score ranged from 37 to 130, with a relatively high total score mean (99.68 with a mean of 3.83 out of 5). The highest score domain in NPVS was “Justice” with a mean of 3.97, while the lowest ranked domain was “Activism” with a mean of 3.69. The correlation coefficient showed no statistically significant correlation between age nor accumulative students’ average with a total score of Nurses Professional Values Scale-revised (NPVS-R) and its subdomains. The t test results showed that gender and type of students’ enrollment (regular vs. upgrading) did not affect the means of NPVS-R and its subdomains. But differences were found to be statistically significant between the means of first year students and fourth year students in the total score of NPVS-R.</p>
</sec>
<sec><h3>Conclusions</h3>
<p>Findings of the study alert nursing educators to pay more attention to the importance of promoting the values related to “activism” and “professionalism” among nursing students. Suggestions for enhancing the roles of peer supervision and providing peer review to colleagues would contribute to improving nursing students’ performance and raising self-awareness because when nursing educators pay more attention to the items of these domains, better future nursing professionals, leaders, and researchers can be gained. Also, understanding nursing students’ perceptions of the importance of professional values and the difficulties in its application would be vital to enlighten educators about the areas that need improvement.</p>
</sec>
</abstract>

Objective
Baccalaureate degree curricula consist of several professional values required for nursing students, which are taught in many ways. This study aimed to explore the perception of baccalaureate Jordanian nursing students regarding professional values and to assess the relationship between students’ demographics and their perception of professional values.

Methods
The study design was a descriptive, cross-sectional correlational design. A convenience sample of 182 Jordanian undergraduate nursing students enrolled at one of the most prominent universities in Jordan who completed and submitted a self-administered Nurses’ Professional Values Scale (NPVS) was considered for this study.

Results
The NPVS total score ranged from 37 to 130, with a relatively high total score mean (99.68 with a mean of 3.83 out of 5). The highest score domain in NPVS was “Justice” with a mean of 3.97, while the lowest ranked domain was “Activism” with a mean of 3.69. The correlation coefficient showed no statistically significant correlation between age nor accumulative students’ average with a total score of Nurses Professional Values Scale-revised (NPVS-R) and its subdomains. The t test results showed that gender and type of students’ enrollment (regular vs. upgrading) did not affect the means of NPVS-R and its subdomains. But differences were found to be statistically significant between the means of first year students and fourth year students in the total score of NPVS-R.

Conclusions
Findings of the study alert nursing educators to pay more attention to the importance of promoting the values related to “activism” and “professionalism” among nursing students. Suggestions for enhancing the roles of peer supervision and providing peer review to colleagues would contribute to improving nursing students’ performance and raising self-awareness because when nursing educators pay more attention to the items of these domains, better future nursing professionals, leaders, and researchers can be gained. Also, understanding nursing students’ perceptions of the importance of professional values and the difficulties in its application would be vital to enlighten educators about the areas that need improvement.

Professional values in nursing students in Jordan: baccalaureate nursing students’ perception

Frontiers of Nursing

This work is licensed under the Creative Commons Attribution 4.0 International License.

Objective
Baccalaureate degree curricula consist of several professional values required for nursing students, which are taught in many ways. This study aimed...

Professional values in nursing students in Jordan: baccalaureate nursing students’ perception

Article Category: Original Article

Published Online: Oct 09, 2022

Page range: 319 - 328

Received: May 19, 2022

Accepted: Jun 14, 2022

DOI: https://doi.org/10.2478/fon-2022-0041

Keywords
activism, caring, justice, nursing, professional values, professionalism, student values, trust

© 2022 Rabia S. Allari et al., published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Professional values in nursing students in Jordan: baccalaureate nursing students’ perception

Article Category: Original Article

Published Online: Oct 09, 2022

Page range: 319 - 328

Received: May 19, 2022

Accepted: Jun 14, 2022

DOI: https://doi.org/10.2478/fon-2022-0041

Keywordsactivism, caring, justice, nursing, professional values, professionalism, student values, trust

© 2022 Rabia S. Allari et al., published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Keywords
activism, caring, justice, nursing, professional values, professionalism, student values, trust