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Artículos de revistas sobre el tema "Professional values"

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Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 25 de enero de 2023

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1

Gunetilleke, Neranjana, Nilakshi De Silva y Gayathri Lokuge. "Development Professionals: Reconciling Personal Values with Professional Values". IDS Bulletin 42, n.º 5 (septiembre de 2011): 45–51. http://dx.doi.org/10.1111/j.1759-5436.2011.00250.x.

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Jones, Jane Redfern. "Adopting professional values". Nursing Standard 29, n.º 13 (26 de noviembre de 2014): 65. http://dx.doi.org/10.7748/ns.29.13.65.s53.

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Irving, Jo A. y Josephine Snider. "Preserving professional values". Journal of Professional Nursing 18, n.º 1 (enero de 2002): 5. http://dx.doi.org/10.1053/jpnu.2002.30893.

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Wedgeworth, Robert. "Reaffirming Professional Values". IFLA Journal 23, n.º 5-6 (octubre de 1997): 348–50. http://dx.doi.org/10.1177/034003529702300504.

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Weis, Darlene y Mary Jane Schank. "Professional values: Key to professional development". Journal of Professional Nursing 18, n.º 5 (septiembre de 2002): 271–75. http://dx.doi.org/10.1053/jpnu.2002.129224.

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Bogle, John C. "Balancing Professional Values and Business Values". Financial Analysts Journal 73, n.º 2 (abril de 2017): 14–23. http://dx.doi.org/10.2469/faj.v73.n2.8.

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Marques-Sule, Elena, Heta Baxi, Anna Arnal-Gómez, Sara Cortés-Amador y Megha Sheth. "Influence of Professional Values on Attitudes towards Professional Ethics in Future Physical Therapy Professionals". International Journal of Environmental Research and Public Health 19, n.º 21 (27 de octubre de 2022): 13952. http://dx.doi.org/10.3390/ijerph192113952.

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This study aimed to analyze the influence of professional values on attitudes towards professional ethics, as well as the influence of sociodemographic variables on attitudes and professional values in future physical therapy professionals. A total of 231 physical therapy students (53% women; mean age 22.30 (SD = 5.13 years; age range 18–49)) participated. Attitudes towards professional ethics (Attitudes Questionnaire towards Professional Ethics in Physical Therapy) and professional values (Axiological Estimation of Professional Values Questionnaire) were analyzed. Linear regressions were conducted to examine: (i) the statistical prediction of attitudes as a dependent variable, with professional values as independent variables; (ii) whether sociodemographic variables had a relationship with attitudes or professional values. Professional values explained 6.5% of the variance of attitudes towards professional ethics (F(1,230) = 16.08, p < 0.001)). In regard to sociodemographic characteristics, age explained 3% of the variance of attitudes (F(1,230) = 7.11, p < 0.01) and presence of relatives in healthcare explained 1.9% of the variance in professional values (F(1,230) = 4.35, p < 0.05)). These results suggest that an increased awareness of professional values is essential to maximizing the attitudes towards professional ethics in future physical therapy professionals in order to improve their future daily clinical practices.

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Scelles, Nicolas, Boris Helleu, Christophe Durand y Liliane Bonnal. "Professional Sports Firm Values". Journal of Sports Economics 17, n.º 7 (3 de agosto de 2016): 688–715. http://dx.doi.org/10.1177/1527002514538976.

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Mayo, Thomas W. "Commentary: changing professional values". Pediatric Infectious Disease Journal 22, n.º 12 (diciembre de 2003): 1096–98. http://dx.doi.org/10.1097/01.inf.0000101781.48372.d3.

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Alfred, Danita, Susan Yarbrough, Pam Martin y Cathy Garcia. "Gender and Professional Values". Nursing Management (Springhouse) 42, n.º 1 (enero de 2011): 34–36. http://dx.doi.org/10.1097/01.numa.0000390976.69603.18.

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Sellman, Derek. "Professional values and nursing". Medicine, Health Care and Philosophy 14, n.º 2 (9 de noviembre de 2010): 203–8. http://dx.doi.org/10.1007/s11019-010-9295-7.

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Elliott, Annette y Michelle Byrne. "Professional Values Competency Evaluation". Nursing Education Perspectives 39, n.º 3 (2018): 169–71. http://dx.doi.org/10.1097/01.nep.0000000000000262.

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Fernández-Feito, Ana, María del Rosario Palmeiro-Longo, Salomé Basurto Hoyuelos y Vanesa García-Díaz. "How work setting and job experience affect professional nurses’ values". Nursing Ethics 26, n.º 1 (10 de abril de 2017): 134–47. http://dx.doi.org/10.1177/0969733017700238.

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Background: The development of professional values in nursing is directly related to quality and ethical clinical practise and may also increase practitioner and patients’ satisfaction. Some factors, such as work setting or work experience, can influence the importance granted to the professional values of nursing. Objectives: To compare in primary care nurses and hospital care nurses the importance granted to professional values and to contrast this perception as a function of professional experience. Research design, participants and research context: Descriptive cross-sectional study. Participants were 380 nursing professionals from the public health system (primary care and hospital care). Three dimensions were analysed: ethics, professional expertise and professional mastery. Data were collected from January to June 2015. Ethical considerations: We obtained permission from the Ethics Committee and participants’ informed consent. Findings: Hospital care professionals attached more importance to all the values analysed, regardless of their work experience. Ethical values, such as confidentiality and respect for the person, were considered to be very important in both systems. Values related to professional expertise obtained lower scores, especially in primary care. In general, professionals with more than 20 years’ experience granted less importance to the values. Conclusion: The professional setting influenced the importance assigned to professional nursing values, and clear differences were observed between primary and hospital care. The domain of ethics was considered the most important. It is necessary to reflect on the significance attributed to professional values, especially in more expert nursing staff.

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14

Glen, Sally. "Educating for Interprofessional Collaboration: Teaching about Values". Nursing Ethics 6, n.º 3 (mayo de 1999): 202–13. http://dx.doi.org/10.1177/096973309900600303.

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Effective interprofessional collaboration depends upon establishing understanding that respects differences in values and beliefs, and thus differences in response to the multiplicity of patient/client/user needs. To facilitate the latter, this article suggests that health and social care students need a formal knowledge of the meaning of values and the varieties of systems within which values are expressed. Students need especially to understand the genesis of their own professional value system and to recognize the gap that inevitably develops between the values of the professional and those of the society within which a professional may function. The conceptual framework that underpins the approach to teaching values to health and social care professionals advocated here is derived from key concepts identified from the literature relating to education for, and participation in, a democratic, multicultural, multifaith society. These are: tolerance, compromise and education for dialogue. Finally, it is suggested that professional educators must take seriously the tasks of educating for professional pluralism.

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Sudraba, Velga y Ieva Briede. "INDIVIDUAL AND PROFESSIONAL VALUES OF NURSE PRACTITIONERS". SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 6 (20 de mayo de 2020): 380. http://dx.doi.org/10.17770/sie2020vol6.5033.

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Individual and professional values of nurses enhance the psychological wellbeing of healthcare professionals, enabling them to do professional and proficient work and also reducing the risk of burnout. The aim of the study was to investigate individual and professional values of nurse practitioners and the relationship of these values to socio-demographic data. The study involved 163 nurses aged 22–70 years (41.6 + 12.64) with 99.8% women. Respondents were interviewed in two hospitals in Riga in 2019. Permission from Rīga Stradiņš University Ethics Committee was obtained to do the study. Two surveys were used in the research: (1) Rokeach Value Survey and (2) Nurses Professional Values Scale–Three (NPVS–3). There was no statistically significant correlation between socio-demographic data of nurses and their professional values. The most evident professional value group for nurses was care. The Rokeach scale listed physical and mental health as a priority of all terminal values with an average rate 3.8. On the other hand, happiness of others ranks as the last priority in the list of terminal values with an average rating of 14.5. At the top of the instrumental values was honesty with an average rating of 6.3. Intolerance toward the drawbacks of oneself and other people concludes the list with an average rating of 15.0.

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16

Kweon Ahn, Min. "Male Nurse’s Nursing Professional Values". Indian Journal of Science and Technology 10, n.º 27 (1 de junio de 2017): 1–7. http://dx.doi.org/10.17485/ijst/2017/v10i27/113303.

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17

Collins, Denis, Terri Egan y Judy Clair. "Professional Duties and Personal Values". Proceedings of the International Association for Business and Society 7 (1996): 71–74. http://dx.doi.org/10.5840/iabsproc199677.

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Odom-Forren, Jan. "Professional Values and a Vision". Journal of PeriAnesthesia Nursing 36, n.º 2 (abril de 2021): 101–2. http://dx.doi.org/10.1016/j.jopan.2021.02.006.

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19

Manoharan, C. y S. Birundha. "Human Values and Professional Ethics". Shanlax International Journal of Management 7, n.º 2 (3 de octubre de 2019): 65–69. http://dx.doi.org/10.34293/management.v7i2.597.

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Regardless of what century we live in, despite the fact that the devices we use are changing from forever. Man isn’t an animal who can be considered or comprehended without the idea of qualities. Despite the fact that we have various religions, dialects, races and societies, the character of man is constantly developed through qualities. Qualities are factors that straightforwardly impact human life and society in a positive or negative manner. The examination on morals knows the individuals’ convictions, qualities, and ethics, become familiar with the great and terrible of them and practice them to boost their prosperity and satisfaction. Likewise, morals reveals to us how to live, to react to issues, through the obligations, rights, duties, and commitments. In religion, comparable standards are incorporated, yet the thinking on methods is constrained. The standards and practices of religions have differed every now and then (history), locale (topography, climatic conditions), religion, society, language, station and statement of faith. Be that as it may, morals has developed to an enormous degree past the boundaries recorded previously. In morals, the center is to think about and apply the standards and practices, generally.

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20

Cole, M. B. "Professional Values: Diversity Versus Disintegration". American Journal of Occupational Therapy 51, n.º 10 (1 de noviembre de 1997): 936. http://dx.doi.org/10.5014/ajot.51.10.936c.

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ȚÎRU, Laurențiu G. "Highschool students’ professional values profiles". SERIES VII - SOCIAL SCIENCES AND LAW 13(62), n.º 2 (16 de julio de 2020): 245–56. http://dx.doi.org/10.31926/but.ssl.2020.13.62.2.13.

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The main purpose of this study is to determine the work values of high school students and to compare the differences between students from different residence places (developed and underdeveloped cites). We used a quantitative approach in order to determine the influence of the variable mentioned above on the attitudes and beliefs regarding work values. To collect data, we used The Multidimensionality Work Ethic Profile, an inventory that measures seven dimensions of work values: self-reliance, morality, leisure, hard work, centrality of work, wasted time and delay of gratification. The research tool was applied on a sample of 214 high school students coming from two different residence environments characterized by different levels of development. We performed a series of Independent T tests in order to compare the scores that were given to each dimension. We discovered that the students, regardless of their residence environment, place the same value on the seven dimensions.

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22

Wilmot, Stephen. "Professional values and interprofessional dialogue". Journal of Interprofessional Care 9, n.º 3 (enero de 1995): 257–66. http://dx.doi.org/10.3109/13561829509072156.

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23

Martin, Pam, Susan Yarbrough y Danita Alfred. "Measuring Professional Values: Authors Respond". Journal of Nursing Scholarship 36, n.º 3 (septiembre de 2004): 189. http://dx.doi.org/10.1111/j.1547-5069.2004.4035_1.x.

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24

Rassin, Michal. "Nurses' Professional and Personal Values". Nursing Ethics 15, n.º 5 (septiembre de 2008): 614–30. http://dx.doi.org/10.1177/0969733008092870.

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The purpose of this study was to measure professional and personal values among nurses, and to identify the factors affecting these values. The participants were 323 Israeli nurses, who were asked about 36 personal values and 20 professional values. The three fundamental professional nursing values of human dignity, equality among patients, and prevention of suffering, were rated first. The top 10 rated values all concerned nurses' responsibility towards patients. Altruism and confidentiality were not highly rated, and health promotion and nursing research were rated among the last three professional values. For personal (instrumental) values, honesty, responsibility and intelligence were rated first, while ambition and imagination were rated 14th and 16th respectively out of 18. Significant differences ( P < 0.05) were found among some personal and professional values rated as functions of culture, education, professional seniority, position and field of expertise. The results may assist in understanding the motives of nurses with different characteristics and help to promote their work according to professional ethical values.

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Holland, Thomas P. "Values, faith and professional practice". Social Thought 15, n.º 1 (diciembre de 1989): 28–40. http://dx.doi.org/10.1080/15426432.1989.10383650.

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26

Bhugra, Dinesh y Susham Gupta. "Teaching and learning professional values". Asia-Pacific Psychiatry 2, n.º 2 (25 de mayo de 2010): 65–67. http://dx.doi.org/10.1111/j.1758-5872.2010.00069.x.

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27

Нохрин y A. Nokhrin. "Moral Values in Professional Communication". Modern Communication Studies 4, n.º 4 (10 de agosto de 2015): 22–23. http://dx.doi.org/10.12737/12860.

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The notion of “moral values” is analyzed. Notions “professional scientific communication” and “scientific discourse” are being compared. Based on the research articles on ecology, language means of expression of moral values is studied.

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28

Vaagan, Robert y Sigrid Holm. "Professional values in Norwegian librarianship". New Library World 105, n.º 5/6 (mayo de 2004): 213–17. http://dx.doi.org/10.1108/03074800410536649.

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Kibitov, Andrey A., Egor M. Chumakov, Anastasia I. Nechaeva, Mikhail Y. Sorokin, Nataliia N. Petrova y Marina V. Vetrova. "Professional values and educational needs in mental health professionals: survey results". Consortium Psychiatricum 3, n.º 3 (30 de septiembre de 2022): 36–45. http://dx.doi.org/10.17816/cp184.

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BACKGROUND: Exploring the professional values and educational needs of future and practicing mental health specialists is required to develop effective measures aiming at improving their skills and interest in their work. AIM: Our aim was to explore professional values and educational needs of mental health specialists in Russia. METHODS: We conducted a survey that captured socio-demographic data, professional characteristics, professional values, and educational needs. Fisher's exact test, logistic regression, and the k-means cluster analysis were used in our statistical analysis. RESULTS: The survey included 133 participants, 71% of whom had completed their postgraduate education. The following items were mentioned as important professional values by the respondents: Job opportunities, Stimulation of intellectual activity, and Work-life balance. The most popular options for educational activities were English language (63.4%), the principles of evidence-based medicine (63.4%), and developing skills for conducting scientific research (59.4%). In comparison with practicing specialists, respondents who had not yet completed their postgraduate education were more interested in developing their curriculum vitae (39% vs. 60%, p=0.044) and communication skills (49% vs. 77%, p=0.0048). Compared to male respondents, female respondents were more interested in developing skills in conducting scientific research (47 vs. 70%, p=0.0165). A cluster analysis showed that specialists who attached more importance to almost all professional values, in comparison to those who did not, were more interested in activities aimed at developing their research skills (64% vs. 41%, p=0.0287), learning about the principles of evidence-based medicine (70% vs. 41%, p=0.0063), and participating in journal clubs (39% vs. 11%, p=0.0193). CONCLUSION: The present study suggests that job opportunities, intellectual stimulation, and work-life balance are the most important professional values for future and practicing mental health specialists. These findings might be used as a basis for developing educational activities for mental health specialists.

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Edgar, Andrew. "Professional values, aesthetic values, and the ends of trade". Medicine, Health Care and Philosophy 14, n.º 2 (10 de noviembre de 2010): 195–201. http://dx.doi.org/10.1007/s11019-010-9298-4.

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Kuzmenko, Nadiia. "PROFESSIONALLY-PEDAGOGICAL CULTURE OF TEACHER OF HIGHER SCHOOL AS FACTOR OF FORMING OF THE PROFESSIONAL VALUED ORIENTATIONS OF STUDENT YOUNG PEOPLE". Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, n.º 2 (8) (2018): 32–35. http://dx.doi.org/10.17721/2415-3699.2018.8.08.

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In the article the different going is analysed near classification of the valued orientations of personality and the special attention to forming of the professional valued orientations of student young people is spared during educating in establishments of higher education. The factors of influence on forming of the valued orientations of students are distinguished in an university environment. The professional valued orientations make base description of personality of professional, basic maintenance of that are the system of attitude toward the values of profession and willingness to be realized in professional activity. Pedagogical terms the professional valued orientations are optimally formed in that are studied: organization and stimulation of reflection activity of students for an orientation on those or other values, development and introduction of the special course of knowledge, that informs of the system of values, use of dialogue technologies in the process of work on forming of the valued orientations. The role of professionally-pedagogical culture of teacher of higher school is certain in forming of the professional valued orientations of students. The Professionally-pedagogical culture of teacher is examined as difficult system education, that contains components representing different parties of personality of teacher. Their pedagogical interpretation is Given. The components of model of professionally-pedagogical culture are analysed: аксиологический, technological, heuristic and personality. One of main tasks of establishments of higher education is certain: formation of pedagogical collective capable maximally positively to influence on the process of forming of the professional valued orientations of student young people. A leading role is taken the teachers of higher school in forming of the valued world of student.

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Alboliteeh, Mohammad. "Professional values of nursing students in nursing leadership and management course". Clinical Nursing Studies 7, n.º 2 (28 de febrero de 2019): 71. http://dx.doi.org/10.5430/cns.v7n2p71.

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Introduction: Determining the innate professional values of nursing students during their academic years in nursing schools provide a more concrete measurement of their professional readiness when they become licensed nurses. Background: Among all nursing subjects and courses, the Nursing Leadership and Management contains topics that emphasize professional adjustment and value development among students to become more professionally ready for the real world experience of the nursing profession. Objective: The study aimed to determine the perceived professional value orientation of the students to the five factors of Nurse Professional Values Scale-Revised. These factors are the values of Caring, Professionalism, Trust, Activism, and Justice.Methodology: Using quantitative cross-sectional study design as the methodology, it included 200 nursing students both from the female and male campuses of a Saudi University. These 200 students as participants have finished the course Nursing Leadership and Management.Results: The responses of the participants are mostly focused on the Caring factor where when ranked occupies the first top five (5) positions relating to the items 22, 21, 24, 25 23 with a mean of 3.49 (SD = 1.19), 3.44 (SD = 1.28), 3.44 (SD = 1.24), 3.39 (SD = 1.28), 3.37 (SD = 1.22), respectively. While the bottom five (5) of the responses pertains to the factors Professionalism (item 6), Caring (item 18), Professionalism (item 5), Trust (items 2 and 1). These factors received a mean of 3.9 (SD = 1.25), 3.17 (SD = 1.35), 3.16 (SD = 1.15), 3.14 (SD = 1.22), 3.00 (SD = 1.39), respectively.Conclusion: Caring being the essential element of the nursing profession is the most valued quality of nursing students. A full understanding of the essence of caring allows the future nurse professionals to deliver compassionate and sensitive nursing service.

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Hisar, Filiz, Sinem Bagci, Dilek Cingil, Kamile Altuntug y Emine Geçkil. "The Effect of Nurses’ Professional Values in Their Professional Behaviors". International Journal of Nursing Education and Research 8, n.º 2 (2020): 205. http://dx.doi.org/10.5958/2454-2660.2020.00045.9.

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Morales Palao, Blanca, Diego Rivera Caycho, Gerardo Adolfo Bedoya Zaira y Alexander Jhonathan Paucar Ccalli. "Training in values in university education, a resource for professional ethics". Universidad Ciencia y Tecnología 26, n.º 113 (15 de junio de 2022): 57–64. http://dx.doi.org/10.47460/uct.v26i113.570.

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A paper is presented that describes the importance of ethics in the academic training of professionals and highlights how the ethical aspects of the person are necessary for the application of the profession in all areas. A careful review is carried out to discover those academic and professional contributions that have described ethics as a tool of integrity in the attitude of people, but also as a consequence of the family, social, and cultural values of the individual. Keywords: Professional training, human values, professional ethics.

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Siegler, Mark A. "Professional Values in Modern Clinical Practice". Hastings Center Report 30, n.º 4 (julio de 2000): S19. http://dx.doi.org/10.2307/3527659.

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Göriş, Songul, Züleyha Kılıç, Özlem Ceyhan y Arzu Şentürk. "Nurses' Professional Values and Affecting Factors". Journal of Psychiatric Nursing 5, n.º 3 (2014): 137–42. http://dx.doi.org/10.5505/phd.2014.74046.

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Abdalla,, Naglaa. "Professional values and Burnout among nurses". Assiut Scientific Nursing Journal 4, n.º 8 (1 de agosto de 2016): 189–94. http://dx.doi.org/10.21608/asnj.2016.64674.

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Usherwood, R. C. "Professional values in a bureaucratic structure:". Library Review 56, n.º 8 (11 de septiembre de 2007): 666–73. http://dx.doi.org/10.1108/00242530710817992.

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Skarda, David y Doug Barnhart. "Quality, patient safety, and professional values". Seminars in Pediatric Surgery 24, n.º 6 (diciembre de 2015): 288–90. http://dx.doi.org/10.1053/j.sempedsurg.2015.08.006.

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Bell, Robert. "Professional Values and Organizational Decision Making". Administration & Society 17, n.º 1 (mayo de 1985): 21–60. http://dx.doi.org/10.1177/009539978501700102.

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Julnes, George y Maria Bustelo. "Professional Values and Ethics in Evaluation". American Journal of Evaluation 35, n.º 4 (24 de septiembre de 2014): 525–26. http://dx.doi.org/10.1177/1098214014549069.

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Kent, Rebekah L. y Joan Liaschenko. "Operationalizing Professional Values Through PAC Donations". Policy, Politics, & Nursing Practice 5, n.º 4 (noviembre de 2004): 243–49. http://dx.doi.org/10.1177/1527154404269100.

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Rowley, Beverley D., DeWitt C. Baldwin, R. Curtis Bay y Robert R. Karpman. "Professionalism and Professional Values in Orthopaedics". Clinical Orthopaedics and Related Research 378 (septiembre de 2000): 90–96. http://dx.doi.org/10.1097/00003086-200009000-00015.

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Henningham, John. "Political journalists' political and professional values". Australian Journal of Political Science 30, n.º 2 (julio de 1995): 321–34. http://dx.doi.org/10.1080/00323269508402339.

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Fuller, Ursula y Bob Keim. "Assessing students' practice of professional values". ACM SIGCSE Bulletin 40, n.º 3 (25 de agosto de 2008): 88–92. http://dx.doi.org/10.1145/1597849.1384296.

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PIERCE, CALVIN. "Young Doctors May Redefine Professional Values". Internal Medicine News 42, n.º 12 (junio de 2009): 42. http://dx.doi.org/10.1016/s1097-8690(09)70444-5.

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Srinivasan, M. S. "Values for Excellence in Professional Work". Journal of Human Values 17, n.º 2 (16 de agosto de 2011): 121–28. http://dx.doi.org/10.1177/097168581101700202.

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Erkus, Gulhan y Leyla Dinc. "Turkish nurses' perceptions of professional values". Journal of Professional Nursing 34, n.º 3 (mayo de 2018): 226–32. http://dx.doi.org/10.1016/j.profnurs.2017.07.011.

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COULEHAN, JACK y PETER C. WILLIAMS. "Conflicting Professional Values in Medical Education". Cambridge Quarterly of Healthcare Ethics 12, n.º 1 (enero de 2003): 7–20. http://dx.doi.org/10.1017/s0963180103121032.

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Ten years ago there was little talk about adding “professionalism” to the medical curriculum. Educators seemed to believe that professionalism was like the studs of a building—the occupants assume them to be present, supporting and defining the space in which they live or work, but no one talks much about them. Similarly, educators assumed that professional values would just “happen,” as trainees spent years working with mentors and role models, as had presumably been the case in the past. To continue the metaphor, when educators did discuss ethics and values, they tended to focus more on external building codes than on the nature of construction materials. Building codes are designed to ensure the public's safety by establishing procedures and standards. Likewise, the “new” bioethics of autonomy and informed consent that entered the medical curriculum in the 1970s and 1980s was oriented primarily toward protecting human rights (e.g., protecting patients from clinicians and clinicians from patients) by codification (e.g., who should decide and under what circumstances). In fact, educators explicitly warned students against acting on their personal or professional values in a misguided way—that is, in the absence of adequate ethical constraints, a type of behavior that came to be labeled, pejoratively, as paternalism.

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PIERCE, CALVIN. "Young Doctors May Redefine Professional Values". Skin & Allergy News 40, n.º 7 (julio de 2009): 40. http://dx.doi.org/10.1016/s0037-6337(09)70342-0.

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