Professional values gained in postgraduate nursing education from the perspectives of master's and doctorate graduates: A mixed‐methods study
Aim To determine the professional values of graduates of master's and doctoral programs in nursing and their views on the contribution of postgraduate education to their professional values. Background In postgraduate education, which is an important catalyst of professional identity developmen...
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| Veröffentlicht in: | International nursing review 2024-12, Vol.71 (4), p.1100-1112 |
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| creator | Yalniz, Nazik Şenyuva, Emine Görügen, Ümran |
| description | Aim
To determine the professional values of graduates of master's and doctoral programs in nursing and their views on the contribution of postgraduate education to their professional values.
Background
In postgraduate education, which is an important catalyst of professional identity development, a professional is expected to specialize in a field, get into more depth professionally, internalize professional values, and reflect and strengthen these values. To shed light on this expectation, more information is needed to assess the impact of postgraduate education on professional values.
Methods
A convergent parallel mixed‐methods design was used. Data were collected for the quantitative part of the study for 385 graduates of postgraduate nursing education programs in Turkey who were selected using the snowball sampling method, while the maximum variation sampling method was used to collect data from 12 individuals for the qualitative part of the study. The Nurses Professional Values Scale (NPVS) and a Semi‐Structured Interview Form were used to collect data in October‐December 2022. The quantitative data obtained in the study were analyzed using the SPSS software, and the qualitative data were analyzed using the MAXQDA software.
Results
The mean total NPVS score of the participants was 130.32 ± 21.34 (possible range: 31–155). Among all dimensions, the highest mean score of the participants was in the caring dimension, followed by professionalism and activism. There were significant differences in the NPVS total and subscale scores of the participants based on their views on the contributions of age, institution where they worked, marital status, position at work, and postgraduate education to the acquisition of professional values. In the qualitative dimension of the study, two main themes were identified. One of these themes was the theme of professional values in postgraduate nursing education that covered the categories of professional values gained through postgraduate education, professional values that a nurse who has completed postgraduate education should have, and professional values in postgraduate nursing education. The second theme was the theme named recommendations for providing nurses with professional values through postgraduate education. The integration of data from both components indicated that the qualitative interviews enriched the quantitative findings.
Conclusion
It was concluded that postgraduate nursing education programs contribu |
| doi_str_mv | 10.1111/inr.12980 |
| format | Article |
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To determine the professional values of graduates of master's and doctoral programs in nursing and their views on the contribution of postgraduate education to their professional values.
Background
In postgraduate education, which is an important catalyst of professional identity development, a professional is expected to specialize in a field, get into more depth professionally, internalize professional values, and reflect and strengthen these values. To shed light on this expectation, more information is needed to assess the impact of postgraduate education on professional values.
Methods
A convergent parallel mixed‐methods design was used. Data were collected for the quantitative part of the study for 385 graduates of postgraduate nursing education programs in Turkey who were selected using the snowball sampling method, while the maximum variation sampling method was used to collect data from 12 individuals for the qualitative part of the study. The Nurses Professional Values Scale (NPVS) and a Semi‐Structured Interview Form were used to collect data in October‐December 2022. The quantitative data obtained in the study were analyzed using the SPSS software, and the qualitative data were analyzed using the MAXQDA software.
Results
The mean total NPVS score of the participants was 130.32 ± 21.34 (possible range: 31–155). Among all dimensions, the highest mean score of the participants was in the caring dimension, followed by professionalism and activism. There were significant differences in the NPVS total and subscale scores of the participants based on their views on the contributions of age, institution where they worked, marital status, position at work, and postgraduate education to the acquisition of professional values. In the qualitative dimension of the study, two main themes were identified. One of these themes was the theme of professional values in postgraduate nursing education that covered the categories of professional values gained through postgraduate education, professional values that a nurse who has completed postgraduate education should have, and professional values in postgraduate nursing education. The second theme was the theme named recommendations for providing nurses with professional values through postgraduate education. The integration of data from both components indicated that the qualitative interviews enriched the quantitative findings.
Conclusion
It was concluded that postgraduate nursing education programs contribute greatly to the professional values of graduates and strengthen their professional values.
Implications for nursing and health policy
For the future of nursing, increasing professional strengths and visibility is significantly associated with professional values. This situation requires nurses with strong professional values. Graduate education programs in nursing should be developed in this direction and focus on development of professional values.</description><identifier>ISSN: 0020-8132</identifier><identifier>ISSN: 1466-7657</identifier><identifier>EISSN: 1466-7657</identifier><identifier>DOI: 10.1111/inr.12980</identifier><identifier>PMID: 38696282</identifier><language>eng</language><publisher>England: Wiley Subscription Services, Inc</publisher><subject>Adult ; Attitude of Health Personnel ; Data ; Education, Nursing, Graduate ; Educational programs ; Female ; Graduate studies ; Health education ; Humans ; Identity formation ; Interviews ; Male ; Marital status ; Medical education ; Middle Aged ; Mixed methods research ; Nurses ; Nursing ; Nursing education ; Occupational status ; Original ; postgraduate education ; postgraduate nursing education ; Professional ethics ; Professional identity ; Professional training ; professional values ; Professionalism ; Qualitative Research ; Snowball sampling ; Social Values ; Software ; Surveys and Questionnaires ; Turkey ; Values ; Visibility</subject><ispartof>International nursing review, 2024-12, Vol.71 (4), p.1100-1112</ispartof><rights>2024 The Authors. published by John Wiley & Sons Ltd on behalf of International Council of Nurses.</rights><rights>2024 The Authors. International Nursing Review published by John Wiley & Sons Ltd on behalf of International Council of Nurses.</rights><rights>2024. This article is published under http://creativecommons.org/licenses/by-nc-nd/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><cites>FETCH-LOGICAL-c4040-e9d8e572b7154a0ae997b58629a7b0e444176f3532ea7548b272a379c38675f03</cites><orcidid>0000-0001-7770-2869 ; 0000-0001-8855-6692 ; 0000-0003-4089-3408</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1111%2Finr.12980$$EPDF$$P50$$Gwiley$$Hfree_for_read</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1111%2Finr.12980$$EHTML$$P50$$Gwiley$$Hfree_for_read</linktohtml><link.rule.ids>230,314,776,780,881,1411,27901,27902,30976,45550,45551</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/38696282$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Yalniz, Nazik</creatorcontrib><creatorcontrib>Şenyuva, Emine</creatorcontrib><creatorcontrib>Görügen, Ümran</creatorcontrib><title>Professional values gained in postgraduate nursing education from the perspectives of master's and doctorate graduates: A mixed‐methods study</title><title>International nursing review</title><addtitle>Int Nurs Rev</addtitle><description>Aim
To determine the professional values of graduates of master's and doctoral programs in nursing and their views on the contribution of postgraduate education to their professional values.
Background
In postgraduate education, which is an important catalyst of professional identity development, a professional is expected to specialize in a field, get into more depth professionally, internalize professional values, and reflect and strengthen these values. To shed light on this expectation, more information is needed to assess the impact of postgraduate education on professional values.
Methods
A convergent parallel mixed‐methods design was used. Data were collected for the quantitative part of the study for 385 graduates of postgraduate nursing education programs in Turkey who were selected using the snowball sampling method, while the maximum variation sampling method was used to collect data from 12 individuals for the qualitative part of the study. The Nurses Professional Values Scale (NPVS) and a Semi‐Structured Interview Form were used to collect data in October‐December 2022. The quantitative data obtained in the study were analyzed using the SPSS software, and the qualitative data were analyzed using the MAXQDA software.
Results
The mean total NPVS score of the participants was 130.32 ± 21.34 (possible range: 31–155). Among all dimensions, the highest mean score of the participants was in the caring dimension, followed by professionalism and activism. There were significant differences in the NPVS total and subscale scores of the participants based on their views on the contributions of age, institution where they worked, marital status, position at work, and postgraduate education to the acquisition of professional values. In the qualitative dimension of the study, two main themes were identified. One of these themes was the theme of professional values in postgraduate nursing education that covered the categories of professional values gained through postgraduate education, professional values that a nurse who has completed postgraduate education should have, and professional values in postgraduate nursing education. The second theme was the theme named recommendations for providing nurses with professional values through postgraduate education. The integration of data from both components indicated that the qualitative interviews enriched the quantitative findings.
Conclusion
It was concluded that postgraduate nursing education programs contribute greatly to the professional values of graduates and strengthen their professional values.
Implications for nursing and health policy
For the future of nursing, increasing professional strengths and visibility is significantly associated with professional values. This situation requires nurses with strong professional values. Graduate education programs in nursing should be developed in this direction and focus on development of professional values.</description><subject>Adult</subject><subject>Attitude of Health Personnel</subject><subject>Data</subject><subject>Education, Nursing, Graduate</subject><subject>Educational programs</subject><subject>Female</subject><subject>Graduate studies</subject><subject>Health education</subject><subject>Humans</subject><subject>Identity formation</subject><subject>Interviews</subject><subject>Male</subject><subject>Marital status</subject><subject>Medical education</subject><subject>Middle Aged</subject><subject>Mixed methods research</subject><subject>Nurses</subject><subject>Nursing</subject><subject>Nursing education</subject><subject>Occupational status</subject><subject>Original</subject><subject>postgraduate education</subject><subject>postgraduate nursing education</subject><subject>Professional ethics</subject><subject>Professional identity</subject><subject>Professional training</subject><subject>professional values</subject><subject>Professionalism</subject><subject>Qualitative Research</subject><subject>Snowball sampling</subject><subject>Social Values</subject><subject>Software</subject><subject>Surveys and Questionnaires</subject><subject>Turkey</subject><subject>Values</subject><subject>Visibility</subject><issn>0020-8132</issn><issn>1466-7657</issn><issn>1466-7657</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2024</creationdate><recordtype>article</recordtype><sourceid>24P</sourceid><sourceid>EIF</sourceid><sourceid>7QJ</sourceid><recordid>eNp1kctu1DAUhi0EotPCghdAlljQLtL6EscJG1RV9CJVgBCsLSc-mXGV2MF2BmbHG8Az8iR4mLYCJLzxwt_5dPz_CD2j5Jjmc2JdOKasqckDtKBlVRWyEvIhWhDCSFFTzvbQfow3hBBKmvox2uN11VSsZgv0_X3wPcRovdMDXuthhoiX2jow2Do8-ZiWQZtZJ8BuDtG6JQYzdzrlCdwHP-K0AjxBiBN0ya7zuO_xqGOC8DJi7Qw2vks-bA13qvgKn-LRfgXz89uPEdLKm4hjms3mCXrU6yHC09v7AH06f_Px7LK4fndxdXZ6XXQlKUkBjalBSNZKKkpNNDSNbEVdsUbLlkBZllRWPRecgZairFsmmeay6fLPpegJP0Cvd95pbkcwHbgU9KCmYEcdNsprq_5-cXalln6tKK0IEaXIhsNbQ_Cfc2pJjTZ2MAzagZ-j4kSQhm9TzuiLf9AbP4cceKYo55yyStaZOtpRXfAxBujvt6FEbXtWuWf1u-fMPv9z_XvyrtgMnOyAL3aAzf9N6urth53yFxdWtaA</recordid><startdate>202412</startdate><enddate>202412</enddate><creator>Yalniz, Nazik</creator><creator>Şenyuva, Emine</creator><creator>Görügen, Ümran</creator><general>Wiley Subscription Services, Inc</general><general>John Wiley and Sons Inc</general><scope>24P</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><scope>ASE</scope><scope>FPQ</scope><scope>K6X</scope><scope>NAPCQ</scope><scope>7X8</scope><scope>5PM</scope><orcidid>https://orcid.org/0000-0001-7770-2869</orcidid><orcidid>https://orcid.org/0000-0001-8855-6692</orcidid><orcidid>https://orcid.org/0000-0003-4089-3408</orcidid></search><sort><creationdate>202412</creationdate><title>Professional values gained in postgraduate nursing education from the perspectives of master's and doctorate graduates: A mixed‐methods study</title><author>Yalniz, Nazik ; Şenyuva, Emine ; Görügen, Ümran</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c4040-e9d8e572b7154a0ae997b58629a7b0e444176f3532ea7548b272a379c38675f03</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2024</creationdate><topic>Adult</topic><topic>Attitude of Health Personnel</topic><topic>Data</topic><topic>Education, Nursing, Graduate</topic><topic>Educational programs</topic><topic>Female</topic><topic>Graduate studies</topic><topic>Health education</topic><topic>Humans</topic><topic>Identity formation</topic><topic>Interviews</topic><topic>Male</topic><topic>Marital status</topic><topic>Medical education</topic><topic>Middle Aged</topic><topic>Mixed methods research</topic><topic>Nurses</topic><topic>Nursing</topic><topic>Nursing education</topic><topic>Occupational status</topic><topic>Original</topic><topic>postgraduate education</topic><topic>postgraduate nursing education</topic><topic>Professional ethics</topic><topic>Professional identity</topic><topic>Professional training</topic><topic>professional values</topic><topic>Professionalism</topic><topic>Qualitative Research</topic><topic>Snowball sampling</topic><topic>Social Values</topic><topic>Software</topic><topic>Surveys and Questionnaires</topic><topic>Turkey</topic><topic>Values</topic><topic>Visibility</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Yalniz, Nazik</creatorcontrib><creatorcontrib>Şenyuva, Emine</creatorcontrib><creatorcontrib>Görügen, Ümran</creatorcontrib><collection>Wiley Online Library Open Access</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>British Nursing Index</collection><collection>British Nursing Index (BNI) (1985 to Present)</collection><collection>British Nursing Index</collection><collection>Nursing & Allied Health Premium</collection><collection>MEDLINE - Academic</collection><collection>PubMed Central (Full Participant titles)</collection><jtitle>International nursing review</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Yalniz, Nazik</au><au>Şenyuva, Emine</au><au>Görügen, Ümran</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Professional values gained in postgraduate nursing education from the perspectives of master's and doctorate graduates: A mixed‐methods study</atitle><jtitle>International nursing review</jtitle><addtitle>Int Nurs Rev</addtitle><date>2024-12</date><risdate>2024</risdate><volume>71</volume><issue>4</issue><spage>1100</spage><epage>1112</epage><pages>1100-1112</pages><issn>0020-8132</issn><issn>1466-7657</issn><eissn>1466-7657</eissn><abstract>Aim
To determine the professional values of graduates of master's and doctoral programs in nursing and their views on the contribution of postgraduate education to their professional values.
Background
In postgraduate education, which is an important catalyst of professional identity development, a professional is expected to specialize in a field, get into more depth professionally, internalize professional values, and reflect and strengthen these values. To shed light on this expectation, more information is needed to assess the impact of postgraduate education on professional values.
Methods
A convergent parallel mixed‐methods design was used. Data were collected for the quantitative part of the study for 385 graduates of postgraduate nursing education programs in Turkey who were selected using the snowball sampling method, while the maximum variation sampling method was used to collect data from 12 individuals for the qualitative part of the study. The Nurses Professional Values Scale (NPVS) and a Semi‐Structured Interview Form were used to collect data in October‐December 2022. The quantitative data obtained in the study were analyzed using the SPSS software, and the qualitative data were analyzed using the MAXQDA software.
Results
The mean total NPVS score of the participants was 130.32 ± 21.34 (possible range: 31–155). Among all dimensions, the highest mean score of the participants was in the caring dimension, followed by professionalism and activism. There were significant differences in the NPVS total and subscale scores of the participants based on their views on the contributions of age, institution where they worked, marital status, position at work, and postgraduate education to the acquisition of professional values. In the qualitative dimension of the study, two main themes were identified. One of these themes was the theme of professional values in postgraduate nursing education that covered the categories of professional values gained through postgraduate education, professional values that a nurse who has completed postgraduate education should have, and professional values in postgraduate nursing education. The second theme was the theme named recommendations for providing nurses with professional values through postgraduate education. The integration of data from both components indicated that the qualitative interviews enriched the quantitative findings.
Conclusion
It was concluded that postgraduate nursing education programs contribute greatly to the professional values of graduates and strengthen their professional values.
Implications for nursing and health policy
For the future of nursing, increasing professional strengths and visibility is significantly associated with professional values. This situation requires nurses with strong professional values. Graduate education programs in nursing should be developed in this direction and focus on development of professional values.</abstract><cop>England</cop><pub>Wiley Subscription Services, Inc</pub><pmid>38696282</pmid><doi>10.1111/inr.12980</doi><tpages>13</tpages><orcidid>https://orcid.org/0000-0001-7770-2869</orcidid><orcidid>https://orcid.org/0000-0001-8855-6692</orcidid><orcidid>https://orcid.org/0000-0003-4089-3408</orcidid><oa>free_for_read</oa></addata></record> |
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| ispartof | International nursing review, 2024-12, Vol.71 (4), p.1100-1112 |
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| source | Applied Social Sciences Index & Abstracts (ASSIA); Wiley Online Library - AutoHoldings Journals; MEDLINE |
| subjects | Adult Attitude of Health Personnel Data Education, Nursing, Graduate Educational programs Female Graduate studies Health education Humans Identity formation Interviews Male Marital status Medical education Middle Aged Mixed methods research Nurses Nursing Nursing education Occupational status Original postgraduate education postgraduate nursing education Professional ethics Professional identity Professional training professional values Professionalism Qualitative Research Snowball sampling Social Values Software Surveys and Questionnaires Turkey Values Visibility |
| title | Professional values gained in postgraduate nursing education from the perspectives of master's and doctorate graduates: A mixed‐methods study |
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