Professional values and ethical ideology: Perceptions of nursing students.

BACKGROUND: Moral philosophical positions and professional values have been shown to influence nurses' practice behaviours. Understanding nursing students' professional values and ethical ideologies, therefore, is important as they may help inform evidence-informed curriculum decisions and education strategies to develop students' professional reflective competencies. However, there is a dearth in current empirical data on Canadian nursing students' perceptions of professional values and ethical positions. OBJECTIVES: This study's purpose was to examine undergraduate nursing student's perceptions of professional values and ethical ideology and explore relationships in data and selected participant demographic variables. RESEARCH DESIGN, PARTICIPANTS AND CONTEXT: A descriptive cross-sectional research design was conducted with a convenience sample of undergraduate nursing students recruited from a university in Canada. An online encrypted survey consisting of two validated instruments was administered to participants who met study eligibility criteria. Descriptive and inferential statistics were employed to analyse the data and classify nursing students' ethical ideologies into four categories based on mean scores for idealism and relativism. ETHICAL CONSIDERATIONS: This study received ethical approval from the institutional Behavioural Research Ethics Board and was executed in-line with ethical principles for research involving humans. FINDINGS: Nursing students scored high on professional values and ethical idealism and differed significantly on a measure of ethical relativism in terms of age and year of study. Professional values were significantly associated with ethical idealism. Based on mean scores for idealism and relativism, most nursing students in the study were classified as situationists. DISCUSSION AND CONCLUSION: Findings suggest that faculty pay attention to influences of moral philosophical positions in facilitating nursing students' professional values development. Implications for future research and curriculum are highlighted to strengthen nursing students' professional values.

Qualities of exemplary nurse leaders: perspectives of frontline nurses.

AIM:  This paper reports on a study that looked at the characteristics of exemplary nurse leaders in times of change from the perspective of frontline nurses. BACKGROUND:  Large-scale changes in the health care system and their associated challenges have highlighted the need for strong leadership at the front line. METHODS:  In-depth personal interviews with open-ended questions were the primary means of data collection. The study identified and explored six frontline nurses' perceptions of the qualities of nursing leaders through qualitative content analysis. This study was validated by results from the current literature. RESULTS:  The frontline nurses described several common characteristics of exemplary nurse leaders, including: a passion for nursing; a sense of optimism; the ability to form personal connections with their staff; excellent role modelling and mentorship; and the ability to manage crisis while guided by a set of moral principles. All of these characteristics pervade the current literature regarding frontline nurses' perspectives on nurse leaders. CONCLUSION:  This study identified characteristics of nurse leaders that allowed them to effectively assist and support frontline nurses in the clinical setting. IMPLICATIONS FOR NURSING MANAGEMENT:  The findings are of significance to leaders in the health care system and in the nursing profession who are in a position to foster development of leaders to mentor and encourage frontline nurses.

Taking the right action in the right way: a comparison of frameworks for assessing the health and quality of life of a postsecondary student campus community.

The focus of campus health research, historically, has been on population health at the individual or aggregate level with little effort to examine the health of the students at a community level with a focus on the broader determinants of health and community-level intervention. The purpose of this article is to critique three models or frameworks of campus health, articulate the World Health Organization (WHO) vision of a health-promoting university, and demonstrate the efficacy of adapting the Community Health Action model for use in university and college settings. Foundational within this proposed model is taking the right action using the right process, an inclusive participatory process. Adaptation of the model requires careful attention to student engagement in community, a healthy campus infrastructure and processes, and relationships beyond the campus. Effective student community assessment and improvement of student community health, ultimately, will serve to generate knowledge and build skills at various levels to benefit the health and quality of life of the students, their student community, the educational institution, and the broader community.

Cardiovascular risk factors among prisoners: an integrative review.

BACKGROUND AND AIM: Incarceration is characterized by inequalities in disease burden and an increased risk for cardiovascular disease (CVD). The aim of this review was to critique published empirical research studies on cardiovascular risk factors among prisoners and to summarize and synthesize current knowledge and findings across these studies. DESIGN AND REVIEW METHOD: An integrative review of the studies was conducted. Cooper's five stage method was used as a framework to guide data collection, analysis, and synthesis. Quality appraisal of retrieved studies was done using a combined evaluation tool for quantitative research studies and a checklist. The following databases were searched: CINAHL, MEDLINE, PubMed, Cochrane, Indigenous Studies Portal (iPortal), Native Health Database, Criminal Justice Abstracts, and PsychInfo using keywords. Inclusion criteria were used to select published papers. RESULTS AND CONCLUSION: A total of 12 studies that met the inclusion criteria were identified and analyzed. Hypertension, among other CVD risk factors such as smoking, physical inactivity and obesity, was one of the three most common CVD risk factors found in prisoners. Women and young offenders had a higher prevalence of hypercholesterolemia. Identifying prevalent risks factors among prisoners might influence the development of CVD prevention strategies that are specifically directed to at risk prisoners.

Interactional justice in student-staff nurse encounters.

The focus of this article is on nursing students' perceptions of interactional justice during student-staff nurse encounters. A descriptive survey using a combined questionnaire on interactional justice was used to collect the data. Reliability analysis for the theoretical dimensions of interactional justice revealed a Cronbach's alpha value greater than 0.70. The student nurses perceived staff nurses to be interactionally unjust during their contact with them. Significant differences were observed between interactional justice and some demographic characteristics of students. Fourth year students perceived staff to provide better justifications for decisions that affect them than third and second year students. Although black students, in contrast to white students, perceived clinical staff as significantly more truthful, these results are inconclusive. Students who engage for longer periods of time in the clinical learning context perceived their relationships and how they are treated by clinical staff as more just. Recommendations for further research are made.