This study shows intergenerational change in personal values among both nursing students and young nursing professionals. Findings suggest the need to pay more attention to value training and professional socialization during the schooling period.
The present study evaluates the personal values reported by a sample of New York Hispanic residents using an open evaluation format in which the participants identified and prioritized their personal values. Four hundred and forty-five participants were assigned to one of three groups: Young (n= 159), Adult (n= 168) and Senior (n= 118). The values reported were categorized into post-materialist, materialist or non-classifiable. The Percentage Difference Index between post-materialist and materialist values was calculated in order to determine the value profile for each age group. The results showed that reports of personal values and values attributed to the participants' own generation were similar in Adult and Senior groups, but were very different in the Young Group, with a differential report of post-materialist values. Furthermore, exposure to American culture did not appear to have a significant effect on the reported values of NYC Hispanics. To confirm these findings, we need to conduct additional studies with larger samples of culturally diverse populations.
A behavior analysis was conducted to identify simple ways to promote language use among non‐English‐speaking migrant workers during relatively unstructured periods of an Adult Basic Education class. The context for the analysis was a language facilitation game which involved a modified version of “Go Fish” requiring the migrants to match English words printed on cards. This game and two variations involving a simple alteration of the stimulus on the cards and changes in the game's rules were examined. A multi‐element analysis revealed that more English and less Spanish was spoken as a function of the complexity of both the antecedent and consequent stimuli involved in the games.
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