Nursing professional values

Nurse Education Today 30 (2010) 107–112
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Nurse Education Today
journal homepage: www.elsevier.com/nedt
Nursing professional values: Validation of a scale in a Spanish context
Salomé Basurto Hoyuelos a,*, Clemente Lobato Fraile b, Darlene Weis c, Elena De Lorenzo Urien a,
Carol A. Elsden d, Mary Jane Schank c
a
E.U.E. School of Nursing of Vitoria/Gasteiz, 01009 Vitoria, Alava, Spain
Department of Evolutionary Psychology and Education, University of the Basque Country, Spain
c
Marquette University, College of Nursing, Milwaukee, WI, USA
d
Applied Language Studies, MoIL, UK
b
a r t i c l e
i n f o
Article history:
Accepted 18 May 2009
Keywords:
Transcultural adaptation of instruments
Professional values
Nursing education
s u m m a r y
Purpose: To validate culturally the ‘‘Nursing Professional Values Scale: NPVS-R” for use in Spain.
Methods: We used the forward and backward translation method with complementary qualitative methodology. We first formed discussion groups to detect cultural differences, then set up a multidisciplinary
group to ascertain the equivalence or discrepancies between the English and Spanish versions and to
decide on the final pre-test version. This was used in the pilot test given to 10 second-year nursing students of the School of Nursing of Vitoria, Spain.
Results: The majority of the questions were classified as equivalents (23 of 26). Some questions were
modified by the discussion group. Following the backward translation and evaluation by the multidisciplinary group, two questions needed small changes and four needed significant changes. The differences
were resolved by decentralization.
Conclusions: The resulting Spanish version of the NPVS-R, is culturally and semantically equivalent to the
original English version and is appropriate for measuring the perception of nursing professional values in
nursing professionals and students in Spain. To verify reliability and validity of the scale, the final version
after the pilot test has been passed to 960 nursing diploma students all over Spain.
Ó 2009 Elsevier Ltd. All rights reserved.
Introduction
The nursing profession is based on caring for and accompanying
people through their health-related experiences: promoting
health, preventing diseases and health problems, helping to overcome the problems when they occur, working to rehabilitate and,
when none of this is possible, to accompany a person throughout
the process of sickness and dying. The center of caring is the human being and this entails recognizing the intrinsic dignity of all
human beings, that each person is a unique individual with their
diversity, that is, their holistic dimension. Caring therefore involves
the development of human values, knowledge, will or willingness,
commitment, helping and being consequent (Watson, 1988). The
adoption of professional values is of prime importance as they
shape the identity of a profession and serve as a guide to action
(Domínguez, 1998), such values embody basic convictions about
what is right, good or desirable and inspire social and professional
behavior; research in this field helps understanding of individual
reactions to situations (Itzhaky et al., 2004; Rassin, 2008).
* Corresponding author. Tel.: +34 945218085; fax: +34 945220626.
E-mail addresses: [email protected], [email protected] (S. Basurto Hoyuelos).
0260-6917/$ - see front matter Ó 2009 Elsevier Ltd. All rights reserved.
doi:10.1016/j.nedt.2009.05.010
The professional nursing values (included in the international
codes of ethics shown below) are considered to be essential to
the practice of professional nursing. The professional values are
standards for action that are preferred by practitioners and a professional group and provide a framework for evaluating behavior
(Altun, 2002, 2003; Hendel and Steinman, 2002; Itzhaky et al.,
2004; Rassin, 2008; Weis and Schank, 2000, 2002). They incorporate personal and social values and are learned through nurse education and experience in clinical practice (Krathwohl et al., 1964;
Raths et al., 1966; Kubsch et al., 2008; Weis and Schank, 2000).
The acquisition of professional values influences the ability to resolve conflicts and prioritize actions according to their importance
(Chitty, 2001), guides decision-making on policies that support
professional nursing, and practice according to the code of ethics
of the nursing profession (Bixler and Bixler, 1945; Flexner, 1915
in Kubsch et al., 2008; Joel and Kelly, 2002).Values and attitudes
help to humanize caring and should be included in the professional
profile as they define the professional identity (Elfrink and Lutz,
1991).
The need to educate professionals with competencies that
match the services that should be given to society is becoming a topic of increasing importance. In the case of nursing, these competencies must take into account the professional values included in
108
S. Basurto Hoyuelos et al. / Nurse Education Today 30 (2010) 107–112
the Spanish nursing code of ethics (1989), the code of ethics published by ANA (2001), the CIE (2005), the code of ethics of the
AANC (1986) and the European Council of Nurses document
(2007), FEPI (2008). The ethical code of the profession embodies
a series of ideals, their interpretation and their application in practice (Curtin, 1988). Table 1 shows that many of the values are common to the different codes.
This enables us to affirm that the professional values we are discussing are absolute and universal, given that many professional
organizations from differing cultural backgrounds have considered
them to be so after a process of logical reasoning (Quintana, 2005).
Values are the product of an educational process rather than an
initial trait, quality or virtue (Eddy et al., 1994). Research has
shown that certain teaching strategies have been effective in the
development of values in different educational programs including
Nursing (Casares, 1996; Pérez et al., 2002).
It is important to know whether these values are being properly
transmitted to nursing students, thus permitting the integration
that is needed for their practical implementation.
Research on values
The determination of the importance attributed to the development of nursing professional values has not been an easy task due
to the small number of scales that measure values, and hence it is
difficult for Nursing Schools to ascertain whether they are effective
in the transmission of values (Weis and Schank, 2000).
The instruments designed to measure values that we have
found reflect the subjective view of the individual with respect
to values and their importance in different contexts, both in clinical
practice (supervisors and their respective nurse teams), and in
teaching. According to the various instruments used, the values
that are recognized by student nurses are: the ability to listen,
assertiveness, empathy, kindness, compassion, confidence, selfresponsibility, tolerance, acceptance (Pérez et al., 2002); responsibility (Barquero et al., 1995); safety and competence in caring (Lui,
2007); confidence and human dignity (Altun, 2003); altruism, human dignity, privacy, reliability, integrity and autonomy (Fagermoen, 1997); equality, liberty and human dignity (Eddy et al.,
1994; Ramió, 2005; Tadd et al., 2006); respect and concern for
the interests of the patient (Kelly, 1991). With respect to the values
of work and clinical practice, they recognize intellectuality and
stimulation (Fagermoen, 1997); self-advancement (a dimension
that includes authority and achievement) of an individualistic nature, which seems paradoxical in a profession involved in helping
others, and continuity (includes conformity, tradition and security), which belongs more to a collectivist than an individualist perspective (Aguilar et al., 2004) and satisfaction with the job done,
self-realization and altruism (Bellarts, 1992). We conclude from a
review of the literature about values, a subject that is currently
of international interest, that a wide range of methods is used in
research on the subject, including ethnography, phenomenology,
qualitative interviews, and secondary analysis. Although the research methods chosen were appropriate for the aims and were
sufficiently documented as to why they were chosen, most of the
studies had limitations concerning mainly the small size of the
sample and non-random sampling, as well as the few male participants studied. We also found a lack of longitudinal studies to provide more information (Horton et al., 2007).
Among all these studies we found only one instrument that has
been validated, and therefore will permit assessment and comparison on a large-scale of the perception of professional nursing
Table 1
Comparison of values included in the professional codes of ethics of various nursing associations.
CD ENF. ESP.
CD ANA
CD AANC
CIE
CD FEPI
Values
Human dignity
Responsibility
Confidentiality
Tolerance
Justice, equity
Solidarity
Singularity or holism
Human dignity
Responsibility
Confidentiality
Tolerance
Justice, equity
Solidarity
Singularity or holismo
Commitment with the optimal attention
Human dignity
Responsibility
Confidentiality
Tolerance
Justice, equity
Solidarity
Singularity or
holismo
Commitment
Human dignity
Responsibility
Confidentiality
Tolerance
Justice, equity
Solidarity
Singularity or holismo
Commitment to optimal care
Human dignity
Responsibility
Confidentiality
Tolerance
Justice, equity
Solidarity
Singularity or
holismo
Commitment
Professional competence
Professional competence
To be moral, ethical
To safeguard human rights
To be moral, ethical
To safeguard the human rights
Veracity
Protection of health and life
Veracity
To promote health
Professional
competence
To be moral, ethical
To safeguard the
human rights
Authenticity
Professional
competence
To be moral, ethical
To safeguard the
human rights
Veracity
Protection of health
Autonomy
Professional status
Team work, cooperation
Autonomy
Professional growth
Work in equipment cooperation
Reliability
Professional and social
activism
Security
Professional and social activism
Tolerance
Respect
Freedom
Value nature, conservation of
the environment
Compassion
Autonomy
Professional status
Work in equipment
cooperation
Security
Professional and
social activism
Self-care
Tolerance
Respect
Freedom
To maintain
environment
Self-care
Tolerance
Respect
Freedom
Commitment to personal and professional improvement and
protection of the environment
Intraprofessional integrity
Compassion,
consideration
Commitment with the
optimal attention
Professional competence
To be moral, ethical
To safeguard the human
rights
Veracity
To recognize the right to
health
Autonomy
Professional growth
Work in equipment
cooperation
Security
Professional and social
activism
Tolerance
Respect
Freedom
Consideration towards the
vulnerable
S. Basurto Hoyuelos et al. / Nurse Education Today 30 (2010) 107–112
values. This instrument is the Nursing Professional Values Scale –
Revised (NPVS-R) developed by Weis and Schank (2006). It was designed to investigate the perception of nursing students or nursing
professionals regarding the importance of nursing professional values. These are defined as relevant to the profession and based on
the Code of Ethics for nurses (American Nurses Association,
2001) and are similar to the professional values included in the
Spanish Code of Ethics (Consejo General de Colegios Oficiales de
Diplomados en Enfermería, 1988). This scale is also being used in
other international research, confirming or enhancing the reliability and validity of the instrument (Martin et al., 2003).
Cultural validation of the Weis and Schank professional value
scale will help to increase knowledge about the values held and
the degrees of importance that nursing professionals in the Spanish
culture give to values. This validation will eliminate the need to develop a new value scale, saving time and money.
Information regarding professional values may be useful for different collectives: nursing practitioners, educators and managers,
and policy makers (Martin et al., 2003; Horton et al., 2007; Payne,
1988; Rassin, 2008; Schank and Weis, 2001; Weis and Schank,
2000). Cultural validation of this instrument will assist research
on professional nursing values and the effectiveness of different
teaching strategies on value development.
Therefore, the goal of our research is to culturally validate the
NPVS-R to enable its use in a Spanish context.
Methods and subjects
The NPVS-R scale
The NPVS-R includes 26 items based on the nine provisions of
the Code of Ethics for Nurses (American Nurses Association,
2001). Each item of the NPVS-R contains a brief descriptive phrase
that reflects an interpretive declaration of the Code of Ethics of the
ANA (see Table 2).
The questions are scored on a Likert-scale of 1–5; 5 being very
important and 1 not important. Possible scores range from 26 to
130 points, with higher scores indicating higher levels of importance given to those values described in the dimension. For each
item, the possible answers are: A: not important (1), B: slightly
Table 2
Provisions dimensions of the code of ethics of the American Nursing Association.
1. The nurse, in all professional relationships, practices with compassion and
respect for the inherent dignity, worth, and uniqueness of every individual,
unrestricted by considerations of social or economic status, personal attributes, or the nature of health problems.
2. The nurse’s primary commitment is to the patient, whether an individual,
family, group, or community.
3. The nurse promotes, advocates for, and strives to protect the health, safety,
and rights of the patient.
4. The nurse is responsible and accountable for individual nursing practice and
determines the appropriate delegation of tasks consistent with the nurse’s
obligation to provide optimum patient care.
5. The nurse owes the same duties to self as to others, including the responsibility to preserve integrity and safety, to maintain competence, and to continue personal and professional growth.
6. The nurse participates in establishing, maintaining, and improving health are
environments and conditions of employment conducive to the provision of
quality health care and consistent with the values of the profession through
individual and collective action.
7. The nurse participates in the advancement of the profession through contributions to practice, education, administration, and knowledge development.
8. The nurse collaborates with other health professionals and the public in promoting community, national, and international efforts to meet health needs.
9. The profession of nursing, as represented by associations and their members,
is responsible for articulating nursing values, for maintaining the integrity of
the profession and its practice, and for shaping social policy.
109
important (2), C: important (3), D: very important (4), E: most
important (5). It is a self-administered scale that takes approximately 15 min to complete.
The method used to adapt the Spanish version of the NPVS
The method recommended by consensus of different experts is
the forward and backward translation (Badía, 1995; Escobar, 2004;
Fernández-López et al., 1997; Guillermin et al., 1993; López-Campos et al., 2006; Serra-Sutton et al., 2002; Serra-Sutton and Herdman, 2001) The goal of this method is that the two scales, the
original and the one adapted for the new culture, will attain equivalence of meanings. This method includes four phases that are described below.
First phase
The original scale was translated to Castilian Spanish by three
bilingual translators independently (nurses with clinical and
teaching experience of Spanish origin and that had resided in the
United States). The translators kept in mind semantic and cultural
equivalence while they translated the scale so that the Spanish version would transmit the original meaning. They used formulations
and expressions in the questions that would be understandable
and culturally relevant and conceptually similar for Spanish nursing students (Bullinger et al., 1994; Hunt et al., 1991). Along with
the translation of each item, they were asked to score the difficulty
that they had experienced when looking for an expression in Spanish that was conceptually equivalent to the original. To do so, they
used a numerical scale of 0–10, where 0 indicated no difficulty and
10 indicated great difficulty.
Second phase
Two discussion groups were held: one included expert practicing nurses (with clinical and managerial experience) and the other
consisted of third year students of the E.U.E (University School of
Nursing) of Vitoria/Gasteiz. The aim of the discussion groups was
to verify that the translated instrument was understandable, to
determine if the vocabulary was appropriate, if the items were culturally applicable and the necessity of adding new nuances.
In both cases, the group was guided by the principal researcher.
The meetings lasted approximately one hour. The suggested
changes, based on the researcher’s notes, were carried out to clarify
the different items and the natural flow of the expressions of the
test, maintaining semantic and conceptual equivalence. The resulting scale in Spanish (first version) was retranslated into English by
three bilingual translators (nurses with clinical and teaching experience), in this case American and English natives who reside in
Spain.
The translators had not seen the original version and they carried out their work independently. They scored each item from 0
to 10 regarding the difficulty that they had experienced while
searching for a conceptually equivalent expression in English.
Third phase: revision by a multidisciplinary working group
A multidisciplinary team that included a principal researcher, a
bilingual linguistic expert together with one of the Spanish language translators and one of the English language translators, both
bilingual, revised this first version, evaluating the equivalence with
the original version and the natural flow of the expressions as well
as the adaptation of expressions that were better suited for our culture. The items were classified according to the difficulty found in
obtaining a conceptually equivalent expression in Spanish to the
original (none/moderate/high) (Bullinger et al., 1994). A new
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S. Basurto Hoyuelos et al. / Nurse Education Today 30 (2010) 107–112
Table 3
Various problematic items are presented here with the original version, the various
proposed translations and the chosen definitive version is marked thus.*
Original item
Proposed versions
N4 Participate in public policy
decisions affecting distribution of
resources
Participar en decisiones en políticas
públicas que afectan la distribución de
recursos desde el puesto que ocupe
Participar en decisiones en políticas
públicas que afectan la distribución de
recursos en la medida de sus
posibilidades
Participar en decisiones sobre la
distribución de recursos*
Establecer principios o valores como guía
para la práctica
Establecer criterios como guía para la
práctica
Establecer criterios de calidad como guía
para la práctica*
Promover y mantener principios en las
actividades de aprendizaje planificadas
para estudiantes
Promover y mantener principios en las
actividades de aprendizaje planificadas
para estudiantes
Promover y mantener niveles de
profesionalidad en las actividades de
aprendizaje planificadas para
estudiantes*
Iniciar acciones para la mejora de los
entornos de la práctica
Iniciar acciones para la mejora de la
práctica
Iniciar acciones para la mejora de los
entornos del ejercicio profesional*
Reconocer el papel de las sociedades
profesionales de enfermería en la
construcción de políticas de salud
Reconocer el papel de las agrupaciones
profesionales de enfermería en la
construcción de políticas de salud
Reconocer el papel de las organizaciones
profesionales de enfermería en la
construcción de políticas de salud*
Promover el acceso equitativo a los
cuidados de enfermería y de salud
Promover el acceso equitativo a la
atención de enfermería y de salud en
general*
Mantener la competencia profesional en
el área práctica
Mantener la competencia profesional en
el ejercicio profesional*
Rehusar participar en cuidados que estén
en contraposición ética a nuestros
valores profesionales
Rehusar participar en prácticas que estén
en contraposición ética a los valores
profesionales adquiridos*
Actuar como defensora del paciente
Actuar como defensora de los derechos
del paciente*
Participar en investigación de enfermería
y/o poner en marcha hallazgos de
investigación apropiados a la práctica
Participar en investigación en enfermería
y llevar a la práctica los hallazgos
pertinentes*
Confrontar a los profesionales con
prácticas inapropiadas o cuestionables
Hacer frente a los profesionales con
prácticas inapropiadas o cuestionables*
N6 Establish standards as a guide for
practice
N7 Promote and maintain standards
where planned learning activities for
students take place
N8 Initiate actions to improve
environments of practice
N11 Recognize role of professional
nursing associations in shaping
health care policy
N12 Promote equitable access to
nursing and health care
N15 Maintain competency in area of
practice
N17 Refuse to participate in care if in
ethical opposition to own
professional values
N18 Act as a patient advocate
N19 Participate in nursing research
and/or implement research findings
appropriate to practice
N22 Confront practitioners with
questionable or inappropriate
practice
*
Final version.
version of the scale in Spanish was created (version 2.0). Two new
retranslations were carried out keeping in mind the corrections
made by the multidisciplinary group (Sanjuás et al., 1995) and
Table 4
Comparison between the original scale and the scale adapted to the Spanish context.
Nurses professional values scale-r
Nurses professional values scale
adapted to the Spanish context
1. Engage in on-going self-evaluation
1. Involucrarse en un proceso de
autoevaluación continua
2. Solicitar consulta/colaboración
cuando no puede Satisfacer las
necesidades del paciente
3. Proteger la salud y la seguridad de la
población
4. Participar en decisiones sobre la
distribución de reursos
5. Participar en procesos de revisión
entre colegas
6. Establecer criterios de calidad como
guía para la práctica
7. Promover y mantener niveles de
profesionalidad en las actividades de
aprendizaje planificadas para
estudiantes
8. Iniciar acciones para la mejora de
los entornos del ejercicio profesional
9. Buscar formación complementaria
para actualizar sus conocimientos y
habilidades
10. Hacer avanzar la profesión a través
de involucrarse activamente en
actividades relacionadas con la salud
11. Reconocer el papel de las
organizaciones profesionales de
enfermería en la construcción de
políticas de salud
12. Promover el acceso equitativo a la
Atención enfermera y de Salud en
general
13. Asumir la responsabilidad de
satisfacer las necesidades de salud de
una población culturalmente diversa
14. Aceptar la responsabilidad de la
propia práctica y responder de ella
15. Mantener la competencia
profesional en el ejercicio profesional
16. Proteger los derechos morales y
legales de los pacientes
17. Rehusar participar en prácticas que
estén en contraposición ética a los
valores profesionales adquiridos
18. Actuar como defensora de los
derechos del paciente
19. Participar en investigación en
enfermería y llevar a la práctica los
hallazgos pertinentes
20. Proveer Atención sin prejuicios a
pacientes con estilos de vida diversos
21. Salaguardar el derecho de los
pacientes a la intimidad
22. Hacer frente a los profesionales
con prácticas inapropiadas o
cuestionables
23. Proteger los derechos de los
pacientes participantes en procesos de
investigación
24. Ejercer la profesión teniendo en
cuenta principios de fidelidad y respeto
a la persona
25. Garantizar la confidencialidad del
paciente
26. Participar en actividades de
asociaciones profesionales de
enfermería
Adapted by Salomé Basurto from the
NPVS of Darlene Weis & Mary Jane
Schank
2. Request consultation/collaboration
when unable to meet patient needs
3. Protect health and safety of the
public
4. Participate in public policy decisions
affecting distribution of resources
5. Participate in peer review
6. Establish standards as a guide for
practice
7. Promote and maintain standards
where planned learning activities for
students take place
8. Initiate actions to improve
environments of practice
9. Seek additional education to update
knowledge and skills
10. Advance the profession through
active involvement in health-related
activities
11. Recognize role of professional
nursing associations in shaping
health care policy
12. Promote equitable access to
nursing and health care
13. Assume responsibility for meeting
health needs of the culturally diverse
population
14. Accept responsibility and
accountability for own practice
15. Maintain competency in area of
practice
16. Protect moral and legal rights of
patients
17. Refuse to participate in care if in
ethical opposition to own
professional values
18. Act as a patient advocate
19. Participate in nursing research
and/or implement research findings
appropriate to practice
20. Provide care without prejudice to
patients of varying lifestyles
21. Safeguard patient’s right to privacy
22. Confront practitioners with
questionable or inappropriate
practice
23. Protect rights of participants in
research
24. Practice guided by principles of
fidelity and respect for person
25. Maintain confidentiality of patient
26. Participate in activities of
professional nursing associations
Ó Copyright 2004, Darlene Weis & Mary
Jane Schank
the final retranslation was sent to the author of the original test
for her opinion (Windisch et al., 2003). The rigorous procedure of
S. Basurto Hoyuelos et al. / Nurse Education Today 30 (2010) 107–112
the work carried out made it possible to create a new version of the
scale in Spanish (version 3.0).
Fourth phase: administration, practicality and comprehension of the
pre-test version
Finally, a pilot test was carried out on a group of 10 second-year
students of the E.U.E of Vitoria (Spain). In this phase of the study
the applicability and understandability of the instrument was
evaluated.
After the pilot test, we considered the modifications suggested
by those surveyed, and we agreed to the definitive Spanish version
of the measuring scale of nursing professional values in nursing
students.
With the aim of determining the validity and reliability of the
scale, this was passed to 960 nursing diploma students in various
Schools of Nursing in Spain. The results will be the subject of further publications.
Results
After the revisions carried out by the research team consisting
of two of the bilingual translators that had participated in the
translation–retranslation process and a bilingual linguist, the items
were classified according to the difficulty found in obtaining a
Spanish expression conceptually equivalent to the original NPVSR. Of the 26 items in the scale, 11 presented minimal difficulties
in Spanish (42.30%), 14 presented moderate difficulties (53.84%)
and three presented maximum difficulties (11.53%). Thus, as a result of this revision, some expressions were changed so that they
were more suited to our socio-cultural characteristics. Among
them the term ‘‘involucrarse” as a translation of the term ‘‘engage”;
the fourth item, ‘‘Participate in public policy decisions affecting distribution of resources” is translated as ‘‘participar en decisiones sobre la
distribución de recursos” as when it is translated as ‘‘participar en
decisiones en políticas públicas que afectan la distribución de recursos”
its meaning is unclear. The term ‘‘standards” in the sixth item is
translated as ‘‘criterios de calidad” and in the seventh item as ‘‘niveles de profesionalidad”. The term ‘‘associations” is translated as
‘‘organizaciones”. The 12th item, ‘‘promote equitable access to nursing and health care” is translated as ‘‘promover el acceso equitativo
a la atención enfermera y de salud en general” as saying ‘‘a los cuidados de enfermeria y de salud” seemed to exclude the fact that nurses
work to achieve good health and this way it was easier to understand the meaning of the text in our culture. In the 15th item,
the term ‘‘practice” is translated as ‘‘ejercicio professional” because
it gives a greater precision to the professional role than the term
‘‘práctica”. The expression ‘‘Refuse to participate in care if in ethical
opposition to own professional values” in item 17 is translated as
‘‘rehusar participar en prácticas que estén en contraposición ética
con los valores profesionales adquiridos” to make sure that the professional values are not personal but acquired and that they fit
within an ethical code.
In Tables 3 and 4 that follow, we show the results of the adaptation process.
Discussion
The translation–retranslation method is a process where the
majority of the steps are carried out after a fundamentally qualitative evaluation, where all parties involved participate (multidisciplinary team) and where a final result is reached by consensus.
It is a structured process, with the creation of an instrument
that is the same as the original but adapted to Spanish culture,
where the conceptual equivalence in the terms used is sought
111
and where, also, the pertinence of various items is evaluated for
Spanish cultural context (Windisch et al., 2003). It is important
to maintain the original meaning of the items but at the same
time they must be understandable in the new setting to guarantee
the validity of the instrument. The procedure followed in this project has permitted the creation of a Spanish version of the NPVS-R
scale adapted to the socio-cultural context. Thus, one can measure
the same phenomena in different cultures or populations in order
to identify differences that can be attributed to the context and
not to the differences in the instrument used (Guillermin et al.,
1993).
Finally, in order to use the instrument it is necessary to proceed
to the final validation. This includes evaluation of validity, that is,
the degree in which the scale actually measures what it was constructed to measure, and reliability, understood as the degree to
which a measurement provides similar results when it is carried
out on more than one occasion over time under identical application conditions (Argimón and Jiménez, 1991; Sreiner and Norman
1989). If validity and reliability are confirmed, the Spanish version
will provide a valid and precise instrument that may be useful in
the study of nursing professional values in students as well as in
practicing professional nurses. Knowing the professional values
will enable us to have the necessary information to plan, execute
and evaluate specific interventions directed to achieving better
transmission and integration in the professional practice of nursing. This in turn will lead to a better quality of care in the health
service.
Acknowledgements
We would like to thank Dr. Darlene Weis and Mary Jane Schank
for developing, validating and providing us with the NPVS-R; also,
Amaia Saenz de Ormijana, Angela Cabria, John Masso and Begoña
Vicente, who collaborated as translators, retro-translators and linguists in the adaptation process into Spanish of the original English
version of the NPVS-R scale, as well as all of the participants in the
group discussions, professional and practicing nurses as well as
students, for the highly valuable information they have given us
to adapt the scale to our cultural environment.
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ID
369440
Title
Nursingprofessionalvalues:ValidationofascaleinaSpanishcontext
http://fulltext.study/journal/337
http://FullText.Study
Pages
6