Abstract:A 'values journey' may begin early in a healthcare student's education programme. This is important to recognize so that appropriate interventions designed to support students in higher education and clinical practice can be implemented. The values incorporated in VBR should be continually evaluated for fitness for purpose.
“…Themes found in the third and final year of the study are discussed in the context of findings from previous years (Callwood et al, , ). Quotes are from year 3.…”
Section: Resultsmentioning
confidence: 68%
“…A longitudinal study exploring the ‘journey’ of adult, child, mental health nursing and midwifery students commenced in 2016 and took place over the duration of students' 3‐year education programme. Preliminary results were published in 2017 and 2018 (Callwood, Bolger, & Allan, ; Callwood, Groothuizen, & Allan, ). This paper presents our final findings, overview and evaluations regarding the study, and provides recommendations.…”
Section: Introductionmentioning
confidence: 99%
“…When one's current knowledge is applied within a new context, re‐contextualisation takes place. This process engages with and changes existing practices and experiences (Evans, Guile, Harris, & Allan, ), implying that student nurses and midwives are constantly ‘broadening their horizons’ through their educational and clinical encounters (Callwood et al, ). Students' accumulating knowledge, in response to the challenges and dilemmas that they inevitably face over the duration of their education programme, can be transformative (Mezirow, ) in relation to their values (Callwood et al, ).…”
Section: Introductionmentioning
confidence: 99%
“…We have previously shown that student nurses and midwives can change and reprioritise their values after commencement of their programme and gaining clinical practice experience (Callwood et al, , ). Knowledge and confidence improved from the first to the second year, but the greater level of responsibility and organisational pressure experienced in the second year challenged compassion and patient‐centeredness (Callwood et al, ).…”
Values‐based practice is deemed essential for healthcare provision worldwide. In England, values‐based recruitment methods, such as multiple mini interviews (MMIs), are employed to ensure that healthcare students’ personal values align with the values of the National Health Service (NHS), which focus on compassion and patient‐centeredness. However, values cannot be seen as static constructs. They can be positively and negatively influenced by learning and socialisation. We have conceptualised students’ perceptions of their values over the duration of their education programme as a ‘values journey’. The aim of this hermeneutic longitudinal focus group study was to explore the ‘values journey’ of student nurses and midwives, recruited through MMIs, across the 3 years of their education programme. The study commenced in 2016, with 42 nursing and midwifery students, originally recruited onto their programmes through multiple mini interviews. At the third and final point of data collection, 25 participants remained. Findings indicate that students' confidence, courage and sense of accountability increased over the 3 years. However, their values were also shaped by time constraints, emotional experiences and racial discrimination. We argue that adequate psychological support is necessary as healthcare students embark on and progress through their values journey, and propose a framework for this.
“…Themes found in the third and final year of the study are discussed in the context of findings from previous years (Callwood et al, , ). Quotes are from year 3.…”
Section: Resultsmentioning
confidence: 68%
“…A longitudinal study exploring the ‘journey’ of adult, child, mental health nursing and midwifery students commenced in 2016 and took place over the duration of students' 3‐year education programme. Preliminary results were published in 2017 and 2018 (Callwood, Bolger, & Allan, ; Callwood, Groothuizen, & Allan, ). This paper presents our final findings, overview and evaluations regarding the study, and provides recommendations.…”
Section: Introductionmentioning
confidence: 99%
“…When one's current knowledge is applied within a new context, re‐contextualisation takes place. This process engages with and changes existing practices and experiences (Evans, Guile, Harris, & Allan, ), implying that student nurses and midwives are constantly ‘broadening their horizons’ through their educational and clinical encounters (Callwood et al, ). Students' accumulating knowledge, in response to the challenges and dilemmas that they inevitably face over the duration of their education programme, can be transformative (Mezirow, ) in relation to their values (Callwood et al, ).…”
Section: Introductionmentioning
confidence: 99%
“…We have previously shown that student nurses and midwives can change and reprioritise their values after commencement of their programme and gaining clinical practice experience (Callwood et al, , ). Knowledge and confidence improved from the first to the second year, but the greater level of responsibility and organisational pressure experienced in the second year challenged compassion and patient‐centeredness (Callwood et al, ).…”
Values‐based practice is deemed essential for healthcare provision worldwide. In England, values‐based recruitment methods, such as multiple mini interviews (MMIs), are employed to ensure that healthcare students’ personal values align with the values of the National Health Service (NHS), which focus on compassion and patient‐centeredness. However, values cannot be seen as static constructs. They can be positively and negatively influenced by learning and socialisation. We have conceptualised students’ perceptions of their values over the duration of their education programme as a ‘values journey’. The aim of this hermeneutic longitudinal focus group study was to explore the ‘values journey’ of student nurses and midwives, recruited through MMIs, across the 3 years of their education programme. The study commenced in 2016, with 42 nursing and midwifery students, originally recruited onto their programmes through multiple mini interviews. At the third and final point of data collection, 25 participants remained. Findings indicate that students' confidence, courage and sense of accountability increased over the 3 years. However, their values were also shaped by time constraints, emotional experiences and racial discrimination. We argue that adequate psychological support is necessary as healthcare students embark on and progress through their values journey, and propose a framework for this.
“…Students did not fully understand how and why “cynicism” among healthcare professionals could emerge, but suggested that this could be a result of constantly having to compromise one's values due to organizational pressures and subsequent burnout. These factors were also discussed in year one (Callwood et al., ). However, in contrast to year one, some students had now started to ascribe the bitterness of their colleagues to personality traits:“[…] this chap [nurse] doesn't really like people.…”
Aim
To explore how adult, child, mental health nursing and midwifery students describe their “values journey” after completing their second year following exposure to the clinical practice environment.
Background
Where student nurses and midwives are selected using multiple mini interviews, in a values‐based recruitment process, the conservancy and or development of their personal values remains unclear.
Design
A hermeneutic, cross‐professional longitudinal study was commenced at one university in England in 2016 with data collection points at the end of years one (DC1), two (DC2) and three (DC3). From the 42 participants recruited in year one, 28 went on to participate in data collection at DC2 (3 adult, 6 child, 3 mental health nurses and 16 midwifery students).
Methods
Four semi‐structured focus groups were conducted. Data analysis incorporated inductive and deductive approaches in a hybrid synthesis.
Findings
Participants did not feel their values had changed fundamentally since year one. However, the prioritization of their values and how they were “put into practice” had changed. Key themes identified were: “changed sense of self as a healthcare practitioner”; “influences on values in practice” and “reflection on values.”
Conclusion
Reframing of personal values is an integral part of learning across clinical and academic settings. Critical reflective practice should be integrated into pre‐registration health education programmes to support student nurses and midwives sustain their learning around values; to maintain “good” values in the face of observed “bad” values.
Aim
The purpose of this study was to assess the level of moral courage among nurses in China, and to explore related influential factors, to help nursing managers take measures to improve nurses' moral courage.
Design
A cross‐sectional study.
Methods
The data adopted a convenient sampling method. From September to December 2021, 583 nurses from five hospitals in Fujian Province completed the Chinese version of the Nurses' Moral Courage Scale (NMCS). Data were analysed using descriptive statistics, chi‐square test, T‐test, Pearson correlation analysis and multiple regression analysis.
Results
The Chinese nurses perceived themselves, on average, as morally courageous. The mean NMCS score was 3.64 ± 0.692. The six factors showed statistically significant correlations (p < 0.05) with moral courage. Regression analysis showed that the main factors influencing nurses' moral courage were active learning of ethics knowledge and nursing was a career goal.
Conclusion
This study provides the self‐evaluation level and related influencing factors of Chinese nurses' moral courage. There is no doubt that nurses still need strong moral courage to face unknown ethical problems and challenges in the future. Nursing managers should pay attention to the cultivation of nurses' moral courage, using various forms of educational activities to help nurses alleviate moral problems and improve their moral courage, to maintain patients' access to high‐quality nursing.
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