The present study was aimed to compare the professional values from viewpoints of the nurses

and nursing students. Results showed a significant difference in the mean total score of the
professional values between nurses and nursing students. The professional values’ scores of
the nursing students were significantly higher than nurses. These results can be justified by the
fact that values learned in the nursing education programs might be changed after graduation or
employment.

In the preset study, findings indicated that both nurses and nursing students had well-orientated
professional values and internalized much of the nursing professional values. It can be said that
the nursing profession attracts students who inherently value caring for and adjusting
others. Furthermore, the majority of individuals in nursing profession accepted professional
values as important factors in nursing, although they might not apply all of them equally in
practice . In our study groups, the highest mean scores of professional values were attributed to
the caring domain such as «maintaining the confidentiality of patient» and «safeguarding
patient’s right to privacy».

The caring items are often considered as the nurses’ most fundamental commitments and deal
with concern for the patient. Justice domain was rated as the second important dimension from
the perspective of nurses and nursing students.

In these studies, the domains of care and justice or their associated values were most
important from the participants’

So, it can be said that these domains are among the core values of nursing since they were
selected as the most important values by the nurses and the nursing students. evaluated ethical
principles in nursing education from the perspective of educators and students. In this
study, 76% of the educators and 18% of the students mentioned justice as the main important
locus of attention . introduced Justice as one of the four main general principles of professional
ethics .

In the nurse group of our study, the lowest mean scores of professional values were related to
professionalism and activism domains, respectively. In our nursing students’ group, the lowest
mean scores of professional values were attributed to activism and professionalism
dimension, respectively. In addition, activism items focus on the nurses’ role in professional
organizations, public policy, and changes in healthrelated activities such as «participating in
nursing research and/or implementing research findings appropriate to practice» and
«participating in activities of professional nursing associations». Students could learn to value
activism and professionalism from their educators by role modeling as well as from non-faculty
nurses, who are active in these values and display them obviously in their daily activities.

Mutually, behavior of the nursing managers, as role models, can affect application of the

professional values by nurses. We found that nurse’s age had a positively significant
relationship with the scores of professional values. indicated that no relationship was found
between age and professional values . In the present study, professional value scores of the
nurses who participated in the ethical training courses were higher than the nurses who did not
participate in such training courses.
It can be said that after graduation, assimilation of the values is affected by continuous
education or participation in the workshops . , who showed that the professional value scores of
the nurses trained on the professional values were higher than those who did not attend training
courses . In a study, experienced baccalaureate students and nurses expressed the need for
ethics education. Continuous education has an evident role in learning and instilling the
professional values.

Individuals with stronger orientations towards professional values have a higher frequency of
caring behaviors . Ethical care is an integral component of the nursing profession, which entails
professional training and socialization. Since the professional values are formed through
professional socialization at university, it is not surprising that the paradigm of nursing and
nursing education emphasize on professional values particularly. Studies showed that education
caused a difference in professional values between the junior and senior students .

Since many factors such as education, attitude, and culture affect development of the

professional values and ethical decisions, the educational centers should use various
educational methods in order to familiarize the students with professional values according to
their features . Responses may be biased regarding the degree of importance they allocate to
professional values, which should be considered in using the results.

Implications for nursing education and practice

From perspective of the nurses and nursing students, some of the values were of lower
importance. Therefore, it is recommended to put more emphasis on these values in educational
programs of the students and clinical nurses. Results of the present study can be useful for the
nursing instructors, nursing managers, and decisionmakers in the field of nursing to develop
appropriate strategies in promoting the nursing professional values. These strategies may
include reviewing the educational needs as well as modifying and developing the educational
programs.
The purpose of this study was to compare professional values 
from the perspective of nurses and nursing students. The results showed a significant difference
in the mean total score of professional values 
between nurses and nursing students. The professional values scores of nursing students were
significantly higher than those of nurses. These results may be justified by the fact
that the values learned in nursing education programs may be altered after graduation or
employment.

In the pre-designed study, the results indicated that nurses and nursing students had well-
oriented professional values and internalized a large part of nursing professional values. It can
be said that the nursing profession attracts students who inherently
value the care and adjustment of others. In addition, the majority of the nursing profession
accepted professional values as important factors in nursing, although they may not all apply
them equally in practice. In our study groups,

The elements of care are often considered the most fundamental

commitments of nurses and address the concerns of the patient. The field
of justice was seen as the second important dimension from the perspective of nurses and
nursing students.

In these studies, the areas of care and justice or their associated values 

were most important from the participants' perspective.

These areas can therefore be said to be among the core values 

of nursing as they have been chosen as the most important values by nurses and nursing stude
nts. assessed the ethical principles of nursing education from the perspective of teachers and
students. In this study, 76% of educators and 18%
of students cited justice as the main focus of attention. introduced justice as one of the
four major general principles of professional ethics.

In the group of nurses in our study, the lowest mean professional values scores were related to
professionalism
and activism, respectively. In our group of nursing students, the lowest average professional val
ues scores were assigned to activism and professionalism, respectively. In addition, elements of 
activism focus on the role of nurses in professional organizations, public policies and changes
in health-related activities such as' participating in nursing research and / or implementing
research findings. research appropriate to practice ”and“ participate in the activities of professio
nal nursing associations ”. . Students could learn to value the

Conversely, the behavior of nurse managers, as role models, can influence the application

of professional values by nurses. We found that the nurse's age had a positively significant
relationship with professional values scores. indicated that no relationship was found between
age and professional values. In the present study, the professional merit scores of nurses who
participated
in ethics training courses were higher than those of nurses who did not participate in these traini
ng courses.
It can be said that after graduation, the assimilation of values is affected by continuing education
or participation in workshops. , which showed that the professional value scores of nurses
trained in professional values were higher than those who did not take training courses. In one s
tudy, experienced baccalaureate students and nurses expressed the need for ethics
education. Continuing education has an obvious role in learning and
instilling professional values.

People more oriented towards professional values have a higher frequency

of benevolent behavior. Ethical care is an integral part of the nursing profession,
which involves professional training and socialization. Since professional values are formed
through professional socialization at university, it is not surprising that
the nursing education paradigm places particular emphasis on professional values. Studies hav
e shown that education causes a difference in professional values between junior and
senior students.

Since many factors such as education, attitude and culture affect the development

of professional values and ethical decisions, educational centers should use
various teaching methods in order to familiarize students with professional values 
according to their characteristics. Responses may be biased as to the degree of importance
they place on professional values, which should be taken into account when using the results.

Implications for Nursing Education and Practice

From the perspective of nurses and nursing students, some of the values 

were less important. Therefore, it is
recommended that more emphasis be placed on these values in training programs for students 
and nurse clinicians. The results of this study may be
useful to nursing educators, nursing managers, and nursing policy makers in developing approp
riate strategies to promote professional nursing values. These strategies may
include examining educational needs as well as modifying and expanding educational
programs.