Professional Values Development Among Jordanian Baccalaureate Nursing Students
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Published on: June 21, 2010
Maha Subih1, Lourance Al Hadid, Domam Al Omari
1About the Authors Maha Subih, PhD, RN, is an assistant professor, School of Nursing, Al-Zaytoonah University of Jordan, Amman, Jordan. Lourance Al Hadid, PhD, RN, is an associate professor, School of Nursing, Al-Balqa' Applied University, Salt, Jordan. Domam Al Omari, PhD, MSc, RN, is an assistant professor, School of Nursing- Al-Zaytoonah University of Jordan (ZUJ), Amman-Jordan. Haya Albana, MSN, RN, is a clinical instructor, School of Nursing, Al-Zaytoonah University of Jordan. Loai Abu Shahrour, PhD, RN, is an associate professor, School of Nursing, Al-Zaytoonah University of Jordan. For more information, contact Dr. Subih at maha.subih@zuj.edu.jo.
Aim:
The aims of the study were to identify professional values among third- and fourth-year baccalaureate nursing students at private and public universities in Jordan and to investigate the demographic variables correlating with professional values.
Background:
Educational curricula reinforce professional values among nursing students.
Method:
A cross-sectional design was used; the questionnaire included a demographic variable survey and the Nurses Professional Values Scale-3.
Results:
The mean score for the overall value scale was moderate (3.5, SD = 0.4, range 1-5). The caring subscale was the highest (3.9); the professionalism and the activism subscales had the same mean (3.3). Male students, studying in private universities and employed in health care, scored higher (p = .002, .001, and .01, respectively). Study track and age were insignificantly correlated.
Conclusion:
The development of professional values is associated positively with practice and employment status; clinical experience improved students' sense of professionalism.
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