RESUMEN
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.
Asunto(s)
Ética en Enfermería/educación , Percepción , Valores Sociales , Estudiantes de Enfermería/psicología , Adulto , Estudios Transversales , Bachillerato en Enfermería/métodos , Bachillerato en Enfermería/normas , Bachillerato en Enfermería/tendencias , Femenino , Humanos , Masculino , Ontario , Estudiantes de Enfermería/estadística & datos numéricos , Encuestas y CuestionariosRESUMEN
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.
Asunto(s)
Enfermedades Cardiovasculares/etiología , Prisioneros , Factores de Edad , Complicaciones de la Diabetes , Dieta , Conductas Relacionadas con la Salud , Conocimientos, Actitudes y Práctica en Salud , Humanos , Hipercolesterolemia/complicaciones , Hipertensión/complicaciones , Trastornos Mentales/complicaciones , Obesidad/complicaciones , Factores de Riesgo , Conducta Sedentaria , Factores Sexuales , Fumar/efectos adversos , Estrés Psicológico/complicacionesRESUMEN
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.