目的:确定护理学硕士和博士研究生的职业价值观以及他们对研究生教育对其职业价值观的贡献的看法。
背景:在研究生教育中,这是职业认同发展的重要催化剂,专业人士应该专注于一个领域,更深入的专业,内化职业价值观,体现和加强这些价值观。为了阐明这种期望,需要更多信息来评估研究生教育对职业价值观的影响。
方法:使用收敛并行混合方法设计。为研究的定量部分收集了土耳其385名研究生护理教育课程毕业生的数据,这些毕业生是使用滚雪球抽样方法选择的,而对于研究的定性部分,使用最大变异抽样方法从12个个体中收集数据。2022年10月至12月,使用护士专业价值观量表(NPVS)和半结构化访谈表收集数据。研究中获得的定量数据使用SPSS软件进行分析,定性数据采用MAXQDA软件进行分析。
结果:参与者的平均NPVS总评分为130.32±21.34(可能范围:31-155)。在所有维度中,参与者的最高平均得分是在关怀维度,其次是专业精神和行动主义。根据参与者对年龄贡献的看法,NPVS总分和子量表得分存在显着差异,他们工作的机构,婚姻状况,在工作中的位置,和研究生教育以获得职业价值观。在研究的定性维度中,确定了两个主要主题。这些主题之一是研究生护理教育中的专业价值观主题,涵盖了通过研究生教育获得的专业价值观类别,完成研究生教育的护士应该具备的职业价值观,和研究生护理教育的专业价值观。第二个主题是通过研究生教育为护士提供专业价值观的建议。这两个组成部分的数据整合表明,定性访谈丰富了定量结果。
结论:得出的结论是,研究生护理教育课程极大地促进了毕业生的职业价值观,并增强了他们的职业价值观。
结论:对于护理的未来,不断增加的专业优势和知名度与专业价值观密切相关。这种情况需要护士具有很强的职业价值观。护理研究生教育课程应朝着这个方向发展,并着重于职业价值观的发展。
OBJECTIVE: 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.
CONCLUSIONS: It was concluded that postgraduate nursing education programs contribute greatly to the professional values of graduates and strengthen their professional values.
CONCLUSIONS: 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.