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Artículos de revistas sobre el tema "Professional values"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 9 de junio de 2025

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1

Gunetilleke, Neranjana, Nilakshi De Silva, and Gayathri Lokuge. "Development Professionals: Reconciling Personal Values with Professional Values." IDS Bulletin 42, no. 5 (September 2011): 45–51. http://dx.doi.org/10.1111/j.1759-5436.2011.00250.x.

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Olukayode, A. Salawu, A. Ilekoin Olutoba, and S. Abah Ochepo. "Awareness of Professional Values of Estate Surveyors and Valuers on the Scope of Artefacts' and Sacred Objects' Valuations in Umuahia, Abia State." International Journal of Research and Review 7, no. 5 (May 31, 2020): 200–206. https://doi.org/10.5281/zenodo.3938555.

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Estate Surveyors and Valuers like every other professions have Professional values, are of standards accepted to be portrayed by any of the members of Nigerian Institution of Estate Surveyors and Valuers while engaging in professional duties. These professional values are taught during the formal academics and educational attainment, professional seminars and workshops, mandatory continuous development programs, years of work life of professionals etc. Falling below any of the professional values by any Estate Surveyor and Valuer is synonymous to professional negligence and misconduct: which makes such professional member liable to sanctions under laws, edict, decree, ordinances etc. This paper examined awareness of professional values of Estate Surveyors and Valuers on the scope of artefacts’ and sacred objects’ valuations in Umuahia, Abia state. Through snowball sampling method, data were collected with a set of questionnaires (having close-ended, open-ended and Likert-scale questions) and analysed through descriptive analysis. From data collected and analysed, it was revealed that ESVs do carryout valuation of artefacts and sacred objects in Umuahia, Abia State with low level of professional values in Umuahia, Abia state.  

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Jones, Jane Redfern. "Adopting professional values." Nursing Standard 29, no. 13 (November 26, 2014): 65. http://dx.doi.org/10.7748/ns.29.13.65.s53.

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Irving, Jo A., and Josephine Snider. "Preserving professional values." Journal of Professional Nursing 18, no. 1 (January 2002): 5. http://dx.doi.org/10.1053/jpnu.2002.30893.

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5

Wedgeworth, Robert. "Reaffirming Professional Values." IFLA Journal 23, no. 5-6 (October 1997): 348–50. http://dx.doi.org/10.1177/034003529702300504.

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Weis, Darlene, and Mary Jane Schank. "Professional values: Key to professional development." Journal of Professional Nursing 18, no. 5 (September 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, no. 2 (April 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, and 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, no. 21 (October 27, 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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Drozdikova-Zaripova, Albina, Natalya Kalatskaya, and Maria Zhigalova. "Comparative Study of Social and Professional Values of Modern Teachers with Various Pedagogical Experience (the Case of Russia and Belarus)." ARPHA Proceedings 1 (November 5, 2019): 281–93. https://doi.org/10.3897/ap.1.e0264.

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The paper investigated the changing system of values and value orientations of teachers belonging to different generations and cultures in the context of variability in globalization processes. The paper is aimed to identify cross-cultural features of social-professional values and value orientations of Russian and Belarusian teachers divided into three groups in compliance with their pedagogical experience and phases of professional development (from 0 to 5 years - a young teacher, from 6 to 20 years - a teacher - professional, and in case of more than 20 years - a teacher - expert). The leading research methods are questionnaires, experiment and comparison. Student's t-test, concordance coefficient and correlation analyses were applied to conduct statistical processing of research results. The study recruited 118 Russian secondary school teachers in the Republic of Tatarstan and 160 teachers of Brest region in the Republic of Belarus. It has been revealed that the value sphere of Belarusian teachers throughout their professional development is less subject to change in comparison with Russian teachers. We found out that both in Russian and Belarusian samples, teachers with various teaching experience mostly implement spiritual and moral values. Russian and Belarusian teachers are focused on displaying their decency throughout their professional career. Health and Happy Family Life refer to key values of teachers in two cultures regardless of the length of their professional experience. The structure of value sphere in Russian and Belarusian teachers with different teaching experience has its own specificity. Obtained results enabled to determine promising areas of highly qualified teachers' training and retraining for work in modern multicultural educational systems.

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Fernández-Feito, Ana, María del Rosario Palmeiro-Longo, Salomé Basurto Hoyuelos, and Vanesa García-Díaz. "How work setting and job experience affect professional nurses’ values." Nursing Ethics 26, no. 1 (April 10, 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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Scelles, Nicolas, Boris Helleu, Christophe Durand, and Liliane Bonnal. "Professional Sports Firm Values." Journal of Sports Economics 17, no. 7 (August 3, 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, no. 12 (December 2003): 1096–98. http://dx.doi.org/10.1097/01.inf.0000101781.48372.d3.

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Alfred, Danita, Susan Yarbrough, Pam Martin, and Cathy Garcia. "Gender and Professional Values." Nursing Management (Springhouse) 42, no. 1 (January 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, no. 2 (November 9, 2010): 203–8. http://dx.doi.org/10.1007/s11019-010-9295-7.

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15

Elliott, Annette, and Michelle Byrne. "Professional Values Competency Evaluation." Nursing Education Perspectives 39, no. 3 (2018): 169–71. http://dx.doi.org/10.1097/01.nep.0000000000000262.

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Draper, Donald D. "Personal and professional values." Journal of the American Veterinary Medical Association 209, no. 2 (July 15, 1996): 224–25. http://dx.doi.org/10.2460/javma.1996.209.02.224.

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Nurlanova, S. S. "Professional values of a social worker." BULLETIN of the L.N. Gumilyov Eurasian National University. PEDAGOGY. PSYCHOLOGY. SOCIOLOGY Series 146, no. 1 (2024): 396–409. http://dx.doi.org/10.32523/2616-6895-2024-146-1-396-409.

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The study of professional values of a social worker is currently one of the topical problems. In the article qualitative analysis of foreign literature of XX-XXI centuries is carried out for comparative analysis of features of professional values of a social worker and its differences from personal values, nature of professional values, responsibility and accountability, value orientations of a social worker. The development of social-emotional skills of social workers, assimilation and strengthening of necessary ethical, aesthetic and emotional values are among the most important activities in this field. This study revealed the following: special importance is given to the formation of desired behavioral, personal, and professional values in accordance with professional standards of social work experience; to date, scientific works in the field of studying and understanding the emotional component and values of a social worker are insufficient; studies of social workers' values are divided into two categories: studies related to the values of social workers and social workers' socialization with the profession of social work. The purpose of this paper is to study the scientific literature to determine the roles and values adopted by social work professionals. The object of the study is a set of professional values of a social worker.

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18

Sivreva, Antoniya, and Krasimira Benkova. "Influence of the Professional Values on Providing Social Work Suport." Socialinė teorija, empirija, politika ir praktika 29 (October 18, 2024): 89–105. http://dx.doi.org/10.15388/stepp.2024.29.6.

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This article aims at examining the degree of influence of the professional values with regards to activities related to providing support among social work professionals in Bulgaria. In the survey which was conducted on a voluntary and anonymous basis, 204 social work professionals from the Stara Zagora Region took part. The WIS/SVP method – Scale for assessing professional values was applied. Examined were the influencing factors referring to professional values and provision of social support. Found out were influencing factors between most of the professional values and the desire to provide assistance and readiness for participation in activities related to providing support. The obtained results place professional values as one of the factors determining the trend for providing assistance and participation in support activities in the field of social work in Bulgaria.

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19

Kipnis, Kenneth, and David B. South. "Personal Values & Professional Ethics." Journal of Forestry 98, no. 7 (July 1, 2000): 11–14. http://dx.doi.org/10.1093/jof/98.7.11.

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Abstract The Society of American Foresters has, proposed another revision of the Society's Code of Ethics. Changing a profession's code of conduct might cause considerable controversy. Some will support the current wording and oppose change, and others will see great merit in the new wording. Regardless, what we need is a code that articulates the core professional values of all foresters. A first step, then, is distinguishing our personal values from the core values of forestry.

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20

Glen, Sally. "Educating for Interprofessional Collaboration: Teaching about Values." Nursing Ethics 6, no. 3 (May 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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21

Kibitov, Andrey A., Egor M. Chumakov, Anastasia I. Nechaeva, Mikhail Y. Sorokin, Nataliia N. Petrova, and Marina V. Vetrova. "Professional values and educational needs in mental health professionals: survey results." Consortium Psychiatricum 3, no. 3 (September 30, 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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Sudraba, Velga, and Ieva Briede. "INDIVIDUAL AND PROFESSIONAL VALUES OF NURSE PRACTITIONERS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 6 (May 20, 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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Liliia, Svyshch. "Requirements for the value component in professional training of foreign language linguists in the age of changing axiological guidelines." ScienceRise: Pedagogical Education, no. 1(40) (January 30, 2021): 20–24. https://doi.org/10.15587/2519-4984.2021.224434.

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The change in axiological guidelines in the current social and cultural situation makes the problem of preserving individuality, particularly values, extremely relevant. Value education is an effective means of solving this problem. The modern professional training of future foreign language linguists cannot ignore the need to turn to axiological discourse and to ensure acquiring axiological competencies. Recognition of the influence of such axiological guidelines changes on the educational environment leads to addressing the value theory, that is axiology, and determines the need to gain axiological dimension within the educational process. The purpose of the study is to determine the substantive requirements for the value component in the professional training of future linguists regarding changing axiological guidelines. The validity of the formulated provisions and conclusions is ensured by the involvement of acts, regulating the training of future specialists in foreign philology both in Ukraine and in European countries and the use of developments in the field of philosophy of education, modern axiological and pedagogical knowledge. Based on the analysis, it is substantiated, that the result of professional training of foreign languages linguists should lie in the involvement and assimilation of (1) knowledge values, (2) teacher’s identity values, (3) interrelation values in education. The outlined system of values correlates with the requirements of the Common European Framework (as it regulates the development of the future specialist of the corresponding linguistic base with all possible professional competencies)

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Prof., L. Udayakumar* &. Anil Joseph Ratnam**. "THE PROFESSIONAL PHILOSOPHY." International Journal of Applied and Advanced Scientific Research (IJAASR) 6, no. 2 (December 30, 2021): 48–53. https://doi.org/10.5281/zenodo.7595503.

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A professional being is a person who provides service to a required customer because the customer seeks to achieve certain end which he cannot achieve on his own. It is through their expert services that the professionals help their customer to attain their desired ends. Managers, doctors, and lawyers are all professionals because they enter into a relationship with people who are not professionals. The particular value that is crucial to this relationship is trust. Having trust in the professional service in which you are employed is for achieving the purpose. Daryl Koehn said, “Professional is an agent who freely makes a public promise to serve persons who are distinguished by a specific desire for a particular good.”From the observation it is evident that the professionals have  desire to do good for the customer where the notion of the good is defined in terms of  particular needs of a person. Here, good is viewed as an ethical concept The particular value that is crucial to this relationship is trust. Having trust in the professional service in which you are employed is to achieve the purpose. Daryl Koehn said, “Professional is an agent who freely makes a public promise to serve persons who are distinguished by a specific desire for a particular good.”From the observation it is evident that the professionals have  desire to do good for the customer where the notion of the good is defined in terms of  particular needs of a person.Where goodwill is the key to establish a relation between the manager and the customer.

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Kweon Ahn, Min. "Male Nurse’s Nursing Professional Values." Indian Journal of Science and Technology 10, no. 27 (June 1, 2017): 1–7. http://dx.doi.org/10.17485/ijst/2017/v10i27/113303.

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Collins, Denis, Terri Egan, and 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, no. 2 (April 2021): 101–2. http://dx.doi.org/10.1016/j.jopan.2021.02.006.

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Manoharan, C., and S. Birundha. "Human Values and Professional Ethics." Shanlax International Journal of Management 7, no. 2 (October 3, 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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Cole, M. B. "Professional Values: Diversity Versus Disintegration." American Journal of Occupational Therapy 51, no. 10 (November 1, 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), no. 2 (July 16, 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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Wilmot, Stephen. "Professional values and interprofessional dialogue." Journal of Interprofessional Care 9, no. 3 (January 1995): 257–66. http://dx.doi.org/10.3109/13561829509072156.

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Martin, Pam, Susan Yarbrough, and Danita Alfred. "Measuring Professional Values: Authors Respond." Journal of Nursing Scholarship 36, no. 3 (September 2004): 189. http://dx.doi.org/10.1111/j.1547-5069.2004.4035_1.x.

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Rassin, Michal. "Nurses' Professional and Personal Values." Nursing Ethics 15, no. 5 (September 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, no. 1 (December 1989): 28–40. http://dx.doi.org/10.1080/15426432.1989.10383650.

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Bhugra, Dinesh, and Susham Gupta. "Teaching and learning professional values." Asia-Pacific Psychiatry 2, no. 2 (May 25, 2010): 65–67. http://dx.doi.org/10.1111/j.1758-5872.2010.00069.x.

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Нохрин and A. Nokhrin. "Moral Values in Professional Communication." Modern Communication Studies 4, no. 4 (August 10, 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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Vaagan, Robert, and Sigrid Holm. "Professional values in Norwegian librarianship." New Library World 105, no. 5/6 (May 2004): 213–17. http://dx.doi.org/10.1108/03074800410536649.

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Mustafa M. Bodrick, Mohammed I. Alassaf, Mohammed Y. Alrasi, Lobna A. Aljuffali, Abdullah A. Alhawas, and Aws A. Obaid. "Retaining Values and Interchanging Values within Organizational Contexts." Journal of Business and Management Studies 7, no. 3 (May 13, 2025): 50–58. https://doi.org/10.32996/jbms.2025.7.3.6.

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This literature review examines two concepts: ‘retaining values’ versus ‘interchanging values’, and their impact on organizational dynamics. Retaining values are the non-negotiable principles fundamental to individual identity, while interchanging values can be adapted for harmony and respect in diverse settings. ‘Retaining values’ can include standards such as honesty or fairness that individuals in an organization uphold at all times. ‘Interchanging values’ refer to the cultural adaptation necessary to work with people from diverse backgrounds. The concepts are assessed across three contextual situations: organizational changes and leadership transitions, international business interactions, and scenarios challenging cultural and religious norms. This review addresses the recurring importance of values clarification for individuals in complex organizational contexts, cross-cultural interactions, and potential conflicts between personal and professional value systems in today’s globalized business environment. To explore ‘retaining values’ and ‘interchanging values’ a literature review and analysis were conducted. Over 30 peer-reviewed articles from reputable scholarly databases, spanning organizational behavior, cross-cultural management, and ethical decision-making, were accessed. The analysis focused on identifying key themes, emerging concepts, theoretical frameworks, and empirical findings related to value dynamics in contexts such as organizational change, international business, as well as cultural and religious norms. This synthesis also informed the development of the proposed ‘values verification approach’. The findings show that retaining values are critical for maintaining professionals’ psychological stability and resilience, even in unfamiliar or challenging environments. Leaders who remain committed to foundational values, such as fairness, integrity, and respect, are considered more trustworthy, particularly during transitions. Similarly, managers who embody empathy, transparency, and accountability build team loyalty, especially in high-pressure environments like crisis management. Studies by Mokline and Ben Abdallah (2021) and Guillemin and Nicholas (2022) support this postulation by arguing that value retention correlates with higher employee commitment and leadership credibility. ‘Interchanging values’ are equally important as they enable cooperation and adaptability in diverse environments. The contemporary organizational environment has people from diverse backgrounds and differing cultural views. Individuals who wish to succeed in this area must, therefore, be willing to embrace different values and norms. Lipscomb (2024) and Saaida (2023) highlight how individuals who distinguish between core and peripheral values are better equipped to promote collaboration without compromising identity. For example, professionals working internationally must adapt to foreign norms yet retain essential ethical standards. The results suggest that an intentional approach to values clarification enhances personal integrity and interpersonal harmony. In other words, identifying which values are core and which are negotiable is necessary for psychological and professional satisfaction. The findings have far-reaching implications for leadership training and professional development. Change management is challenging for organizations, regardless of size and specialization. Delineating values before embarking on change can eliminate unforeseen problems and allow firms to undergo the change process successfully. Organizations can also benefit from integrating value-based assessments into hiring decisions to ensure alignment with organizational culture and global expectations. Future research should explore actionable pathways for implementing values clarification in professional settings.

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Edgar, Andrew. "Professional values, aesthetic values, and the ends of trade." Medicine, Health Care and Philosophy 14, no. 2 (November 10, 2010): 195–201. http://dx.doi.org/10.1007/s11019-010-9298-4.

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Nemkholam Chongloi, Aditi Prashant, Anubha Devagourou, and Hansaram. "Importance of Professional Values in Nursing Practice: Nurses Perspective." International Journal of Nursing Education 16, no. 2 (April 15, 2024): 17–23. http://dx.doi.org/10.37506/fkrb4h89.

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Topic: Descriptive cross-sectional study on the Importance of professional values in Nursing Practice: Nurses PerspectiveObjectives of the study: To investigate the importance of professional values in nursing practice from nurses’ perspectives.Background: Professional values are vital components in nursing practice and nursing professionals need to be aware of these values as code of ethics to provide high-quality patient care. Nurses, as the largest health care group, have well-known and important professional values. The use of these values in nursing practice increased the quality of patients care, nurses’ occupational satisfaction, their retention in nursing and commitment to the organization.Methods: The present descriptive cross-sectional study was conducted from June to September 2023.The study was conducted among the nursing officers working in All India Institute of Medical Sciences, New Delhi.Result: Results showed that the mean total attitude score was 121.35±11.80 which denotes high importance of professional values among nurses. Protect health and safety of the patient was given the highest importance and participate in peer review was given the least importance.Conclusion: The nurse educators and administrator needs to develop continuous educational programs to improve nurses’ awareness and understanding of the importance of professional values and improve the quality of care.

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F. Marquez, John Michael. "Work Values Assessment and Professional Attributes of Public Elementary School Heads Towards Value Leadership Program." International Journal of Science and Research (IJSR) 13, no. 6 (June 5, 2024): 771–79. http://dx.doi.org/10.21275/mr24611132054.

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Morales Palao, Blanca, Diego Rivera Caycho, Gerardo Adolfo Bedoya Zaira, and Alexander Jhonathan Paucar Ccalli. "Training in values in university education, a resource for professional ethics." Universidad Ciencia y Tecnología 26, no. 113 (June 15, 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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Ariail, Donald L., Katherine Taken Smith, and L. Murphy Smith. "Do United States accountants' personal values match the profession's values (ethics code)?" Accounting, Auditing & Accountability Journal 33, no. 5 (April 8, 2020): 1047–75. http://dx.doi.org/10.1108/aaaj-11-2018-3749.

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PurposeCongruence of personal values to organizational (the profession) values affects job performance, job satisfaction and ethical behavior. The purpose of this paper is to answer two research questions: (1) what are the personal ethical values of today's leaders in the US accounting profession and (2) are these personal ethical values congruent with the profession's ethical code?Design/methodology/approachThis study uses a survey approach to determine the personal values of US-certified public accounting leaders. The personal values of the Certified Public Accountants (CPA) leaders were measured using the Rokeach Value Survey instrument.FindingsFindings show that for each highly prioritized personal value, there is one or more parallel with the profession's values, as represented by the US American Institute of CPAs ethics code.Research limitations/implicationsThis study was limited by the time period used. Future studies could include other time periods. This study could be used as a starting point for longitudinal studies to determine if personal values of professional accountants change over time.Practical implicationsThis paper offers a fresh understanding of the relationship of accountants' personal values to professional values.Social implicationsThis paper provides insights into the person–organization (P–O) fit of US accountants within their profession.Originality/valueThis paper examines the P–O fit of accounting leaders, that is, the congruence of personal values and organizational values. The P–O fit contributes to job performance and job satisfaction.

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Hisar, Filiz, Sinem Bagci, Dilek Cingil, Kamile Altuntug, and Emine Geçkil. "The Effect of Nurses’ Professional Values in Their Professional Behaviors." International Journal of Nursing Education and Research 8, no. 2 (2020): 205. http://dx.doi.org/10.5958/2454-2660.2020.00045.9.

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Akan, Ayşenur, and Reyhan Aydin Doğan. "Professional values and factors affecting these values in midwifery students." African Journal of Reproductive Health 28, no. 12 (December 31, 2024): 116–26. https://doi.org/10.29063/ajrh2024/v28i12.13.

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This study investigated the professional values of midwifery students and the factors influencing these values. Conducted from January 6 to March 6, 2021, it involved 715 midwifery students who participated voluntarily. Data was collected using a Descriptive Data Sheet and the Professional Values of Midwives Scale. Statistical analysis included descriptive statistics, two-way ANOVA, Independent Samples T Test, and Bonferroni Correction. The mean age of participants was 20.63 years; 99.2% were single, and 29.7% were second-year students. Participants mostly graduated from the following schools to Anatolian high schools (57.5%) and predominantly lived in cities (55.1%), with 81.1% from nuclear families. A significant number of parents had a primary education (mothers: 50.8%, fathers: 35.4%). The mean score on the Professional Values of Midwives Scale was high. Significant differences in scores were noted based on age, high school type, long-term residence, family type, parental education, and interest in midwifery. However, the difference was not significant found. related to academic year, willingness to choose midwifery, preference ranking, self-suitability for the profession, or shifts in perspective before and after education. These findings emphasize the multifaceted nature of professional values in midwifery students and the various factors shaping their attitudes.

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Kirkpatrick, Nathan, and C. Clifton Eason. "Managerial Values." Journal of Business Ethics Education 16 (2019): 167–90. http://dx.doi.org/10.5840/jbee2019169.

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The purpose of this paper is to highlight the need for greater ethical, professional, and leadership-based education for undergraduate business students, and to offer helpful pathways for this professional preparation. This paper recommends the use of panel discussions centered around ethical and professional behavior, leadership, and related skill sets in business as one main route towards exposing students to these managerial values. A panel discussion with business leaders who value these traits can help students be exposed to impactful wisdom, advice, and personal experiences that can help shape their own careers, hearts, and minds. This paper addresses the importance of these values as they relate to business ethics education, the value of panel discussions in general, one specific panel discussion, the event’s creation, the post-event Meet and Greet, takeaways for students, related assessments, and other small related ways that panelists and guest speakers have informed ethics and professionalism in undergraduate training.

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Siegler, Mark A. "Professional Values in Modern Clinical Practice." Hastings Center Report 30, no. 4 (July 2000): S19. http://dx.doi.org/10.2307/3527659.

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Göriş, Songul, Züleyha Kılıç, Özlem Ceyhan, and Arzu Şentürk. "Nurses' Professional Values and Affecting Factors." Journal of Psychiatric Nursing 5, no. 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, no. 8 (August 1, 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, no. 8 (September 11, 2007): 666–73. http://dx.doi.org/10.1108/00242530710817992.

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