15 Professional Values for a Successful Career

The average score of the students’ professional values was at a high level of importance (101), according to the results. 79 ± 12. 42). The students listed “maintaining patient confidentiality” and “protecting patients’ right to privacy” as their top values. Participating in peer review and participating in public policy decisions affecting resource distribution were values that were less important to the students. The students’ grade point average and professional value score were statistically related (P 0). 05).

Values are objectives and convictions that guide behavior and serve as the foundation for decision-making [1]. Values establish frameworks for judging behavior in a profession and are preferred standards for action by experts and professional groups [2]. Nursing is a profession founded on moral principles, and nursing performance is determined by these principles. Altruism, autonomy, human dignity, integrity, honesty, and social justice are among the core values of nursing [3]. The fundamental moral principles are commonly held by all members of society and are a reflection of the humanistic and spiritual approach to the nursing profession. It is crucial to identify these values in each nation because they are influenced by the cultural, social, economic, and religious conditions that are prevalent in the community [4].

Professional values are demonstrated in ethical codes [5]. In actuality, ethical codes define professional norms, the standards of professional care, and nursing profession practices [2]. Complex ethical dilemmas have arisen for nurses as a result of technological advancements and the expansion of nursing roles. If not handled properly, such conundrums have a negative impact on new nurses’ capacity to make clinical judgments [6]. The importance of promoting professional values in nursing education has grown due to the number and complexity of ethical dilemmas in care settings. The promotion of the nursing profession is centered on the acquisition and internalization of values [2]. Values become the standards in practice and direct behavior when they are internalized [7]. Through education, values can be directly or indirectly taught, changed, and promoted [8]. Each student comes to nursing school with a set of values that could change as they become more socialized [9]. To ensure the future of nursing, professional values must be thoughtfully incorporated into nursing education [10, 11].

Increasing students’ capacity for independent ethical decision-making is one of the important effects of teaching them professional values and ethics [12] Nursing students first learn professional values from their teachers at school and through socialization. The process of forming a profession’s values, beliefs, and behaviors is known as professional socialization [13]. According to Seda and Sleem’s research, students’ professional socialization and the development of professional values are significantly correlated [9]. Nursing students should acquire the necessary skills and knowledge in cognitive, emotional, and practical dimensions through professional socialization, which leads to the complete acquisition and internalization of values. But currently, compared to the other two, the emotional component of value formation receives less attention [14]. The fourth or fifth level of learning in Bloom’s affective domain should be attained by individuals in order to develop a value system, i e. organization and internalization of values. At this level, time must pass before values stabilize [15]

Studies have shown that education affects how professional values are formed differently and that nursing educators have a big impact on how professional values are stimulated [8, 14, 16, 17]. According to Wehrwein, ethical education is successful when students are more aware of ethical issues and when values are put into practice at work. Additionally, it was claimed that students who had successfully completed an ethics course had a stronger capacity for making moral judgments than those who had not [18]. As a result, nursing educators are crucial in determining how nurses will develop professionally in the future and how they will be equipped to handle unavoidable new challenges [9].

Professors and educators play a key role in shaping students’ perceptions of the nursing profession and the nurse’s role, both in clinical settings and throughout the educational process. Through role-playing and indirectly by observing others’ adherence to professional values, students can strengthen their commitment to those values [14]. Because of their clinical expertise, sense of responsibility, dedication to their profession, and character traits like kindness, adaptability, and honesty, nursing educators make excellent role models. By promoting critical thinking and decision-making, creating a supportive learning environment, possessing technical and ethical knowledge, and offering opportunities for fair evaluation and feedback, nursing educators can improve creative learning. Nursing educators should instruct nursing students on how to handle moral quandaries [12]

The way that students approach applying professional values in their future careers is influenced by their perspectives on those values [14, 15, 19, 20]. To use more effective methods for applying professional values, nursing educators need to be more aware of nursing students’ perspectives on their significance. As a result, nursing educators are able to produce graduates who are capable of making decisions and overcoming common ethical dilemmas. For nurses to care for patients in an ethical and professional manner, nursing educators and students must be aware of professional nursing values [6]. Researchers discovered a lack of data regarding Iran’s nursing students’ professional values. The purpose of the current study was to investigate the significance of professional values from the viewpoint of nursing students because cultures and clinical settings may have an impact on professional values.

All undergraduate nursing students who were enrolled in classes at the time of data collection were participants (n = 177). The Cochran formula (d = 0) was used to determine the sample size (n = 106) 06, p = 0. 05). Undergraduate nursing students in their fourth, sixth, and eighth semesters who have no formal work experience in hospitals met the inclusion criteria. Submitting an incomplete questionnaire was considered an exclusion criterion. Based on the percentage of students in each semester, a stratified random sampling was used to choose the participants. In the three semesters, 30, 37, and 39 students were enrolled out of a total of 50, 62, and 65 students. Finally, 100 of the 106 students who were left completed the questionnaires, but six students failed to return them. 100 students made up the final sample, representing a response rate of 94 percent. 34%).

A two-section questionnaire was used for data collection. The first section gathered the students’ demographic information, which included their age, grade point average (GPA: 17–20 (level A), 13–16 (level B), and 12 (level C)), ethnicity, gender, marital status, family economic situation, academic semester, and participation in professional ethical training courses. The Nursing Professional Values Scale-Revised (NPVS-R) by Weis and Schank made up the second section. An instrument for evaluating the professional nursing values is the NPVS-R. Weis and Schank used the ANA Code of Ethics and research on nursing values and nurse promotion to create the professional values scale [2].

In this study, the NPVS-R in Persian was utilized. Using face and content validity as well as expert opinion, the questionnaire’s validity was verified. Reliability of the NPVS-R was reported to be 0. 91 using Cronbach’s alpha [22]. A pilot study with 20 nursing students was conducted to determine the reliability of the NPVS-R in Persian, and the results showed a Cronbach’s alpha coefficient of 0. 90.

The NPVS-R contains 26 items in five dimensions with a Likert-scale format: (1) trust: 5 items, (2) justice: 3 items, (3) professionalism: 4 items, (4) activism: 5 items, and (5) caring: 9 items. The trust dimension reflects the nurse’s obligation to patients (the value of truthfulness). In statements addressing issues of equality and diversity, it is noted that the justice dimension deals with patients. The promotion of nursing competence, self-evaluation and reflection, and seeking professional growth are reflected in the professionalism dimension. The involvement in professional activities and finding solutions to professional issues are reflected in the activism dimension. Respect for patients and upholding patient rights are reflected in the caring dimension.

On a Likert 5-point scale with 1 being the least important, 2 being somewhat important, 3 being important, 4 being very important, and 5 being the most important, the participants graded each item’s importance. The possible range of scores is 26 to 130 [2]. According to this study, scores below 43, between 43 and 86, and above 86 were each deemed to be of low, moderate, and high importance. A higher score indicates that nurses are more inclined toward stronger professional values and that professional values are very important.

The first researcher gave the participants questionnaires and explained the goals of the study. The participants were also given instructions on how to complete the questionnaires by the researcher, who also requested that they specify the significance of professional values. The necessary explanations were given for each questionnaire item to remove any potential ambiguity. The questionnaires were gathered by the researcher while data confidentiality and anonymity were maintained.

First, the Kerman University of Medical Sciences’ ethics committee gave its approval to the study (No code: 1394). 238). The Razi Nursing and Midwifery School then provided formal approval for the collection of data. The researcher ensured the questionnaires’ confidentiality and anonymity before distributing them. The students’ informed consent was implied from returning completed questionnaires.

The results showed that the students’ mean age was) 21. 9 ± 1. 26 (and GPA was at B level (16. 20 ± 1. 20). The majority of the students (75%) were female, single, and Iranian (97%). The eighth semester was attended by about 37% of the students, and about 37 Table 1 shows that 6% of the students had taken professional ethics training courses.

The nursing students’ high mean score on the professional values test demonstrated that they were highly conscious of and perceiving the significance of professional values. According to higher mean scores, the following values were found to be more crucial: “maintaining patient confidentiality,” “protecting patients’ right to privacy,” “assum[ing] responsibility for meeting the health needs of the culturally diverse population,” and “maintaining competency in area of practice.” “Participating in public policy decisions affecting resource distribution,” “Participating in peer review,” “Recognizing the role of professional nursing associations in shaping healthcare policy,” and “Participating in nursing research and/or implementing research findings appropriate to practice” were the values with lower mean scores, respectively (Table 2).

There was no statistically significant correlation between professional values and age, according to the results of the Pearson’s correlation coefficient test (r = 0). 03, p = 0. 47), while the GPA and professional values had a significant relationship (r = 0 29, p = 0. 003). According to this, the students with higher GPAs scored better on tests of professional values. Based on various academic semesters, there was no discernible difference in the students’ professional values (F = 0). 29, p = 0. 74). The other demographic factors, such as gender, marital status, ethnicity, and participation in professional ethical training courses, did not significantly affect professional values (p > 0). 05) (Table 1).

The purpose of the current study was to evaluate the significance of professional values from the viewpoints of nursing students. The findings indicated a high overall score for the significance of professional values. These results concur with those of studies carried out in Iran [21], Taiwan [24], Korea [25], Taiwan [15], and the United States [15, 23]. The findings of these studies showed that students viewed instructors and nursing trainers as role models.

The study found that “maintaining patient confidentiality,” “protecting patients’ right to privacy,” “responsibility for meeting the health needs of the culturally diverse population,” and “maintaining competency in area of practice” were the most crucial nursing professional values. The findings of this study concur with those of the research done by Lin et al. [19], Clark [15], Fisher [23], and Leners et al. [8], who identified these values as the most important values. The fact that these values are among the fundamental principles of the nursing profession and are closely related to it may be one explanation for the consistency between the findings of this study and those of the other studies. Leners et al. reported that students prioritized maintaining competency in one’s field of practice, taking ownership of one’s own practice, and protecting patients’ right to privacy. Because these values are connected to providing direct patient care and because students complete their clinical practica under the supervision of nurses, they can help students understand how important these values are by serving as role models and applying them in clinical settings [8].

The study found that “participating in public policy decisions affecting resource distribution,” “participating in peer review,” “recognizing the role of professional nursing associations in shaping healthcare policy,” and “participating in nursing research and/or implementing research findings appropriate to practice” were the values that students felt were least important. The findings of this study concur with those of the studies carried out by Lin et al. [19], Clark [15], Fisher [23], and Leners et al. [8]. Less knowledge about the significance of these values in the development of the profession, low motivation, insufficient affirmation, and low encouragement by nursing educators are some possible causes for the lower importance placed on these values.

The fact that nursing students do not develop the necessary skills (such as information literacy skills) to apply evidence-based practices during their academic days may be the cause of the low importance placed on values such as “participating in nursing research and/or implementing research findings appropriate to practice” [26, 27]. Graduate education programs may also be to blame for the values’ low importance. Undergraduate students, who are novices, concentrate on the rules of clinical practice. The order of the values is likely to change as they gain expertise and competence.

Esmaeili et al. discuss the lesser significance of the value “recognizing role of professional nursing associations in shaping healthcare policy” reported the following factors as reasons for decreased association participation: long work hours, lack of knowledge about the goals and activities of the associations, a lack of time, and a lack of support from hospitals to take active roles in associations Other challenges that these associations in Iran faced included the inactivity of their members and the strained relationships among them [28]. Another possible explanation is that nursing educators themselves refrain from joining professional nursing associations due to their busy schedules. The promotion of nursing authority and professional identity is heavily influenced by professional nursing associations. As a result, emphasizing the value of understanding and appreciating the significance of joining professional associations may be necessary.

In this study, a significant correlation between the GPA and the professional value scores was discovered. Higher importance may be placed on professional values as a significant index of professional competence because students with high GPAs are likely to demonstrate the necessary scientific competency in their professional performance. Lechner et al. emphasized that it appears that academic settings foster and support values like expanding one’s abilities and pursuing their interests [29]

Although there was no discernible relationship between the students’ scores on professional values and their academic semesters in this study, the highest score was associated with the sixth semester, while the lowest score was associated with the fourth semester. There was no difference between the total scores of professional values of students in different semesters of their nursing education in Rassin [16] and Clark [15]’s studies, which also had similar results. However, several studies [8, 14, 25] discovered appreciable variations in the sums of students’ professional values across various semesters. Due to the use of various tools to gauge professional values, variations in nursing education curricula and environments, and variations in study designs, it is challenging to compare these variations. Researchers reported in several studies that education had a positive effect on professional values, and nursing students’ education experience increased total scores of professional values in a positive direction from entry into school until graduation [8, 14, 19]. This finding is consistent with the findings on the association between academic year and education and professional values. Weis and Shank found in their study that time spent in school was linked to a change in values and that junior and senior students’ professional values could change with a greater focus on the curriculum [30].

The study had three limitations. First off, the assessment of students’ perspectives on professional values was only conducted in one school in southern Iran that was affiliated with the KUMS, which may prevent generalization of these results. The Persian translation of the NPVS-R was the second drawback. The literal meaning of the terms and their application to Iranian nursing education may have been impacted by cultural and linguistic differences. Third, this research did not examine how students acquired professional values. As a result, we did not place a high priority on the role of nurse educators in this study because we did not know the extent to which students had these values prior to beginning nursing education and we did not gather information on these two items. Further research using more precise tools in nursing programs with diverse cultural and environmental contexts may result in comprehensive methods for helping nursing students internalize professional values.

Nursing educators can help students develop professional values by encouraging them to take part in both relevant research studies and nursing education. Clinical tutors and school teachers, who play significant roles as behavioral role models for their students, should periodically present classes and seminars on professionalism. It is also advised to conduct research into how academic settings and university faculty serving as role models for students affect students’ development of professional values.

The study demonstrated a high mean total of professional values from the perspective of nursing students. Some professional values, however, such as taking part in public policy discussions and nursing research, were less significant. This demonstrates a lack of knowledge about these values or educators’ failure to emphasize them enough, as well as time constraints that make it difficult to spread awareness of them among students. Nursing students should be able to use professional values to make decisions when faced with new ethical dilemmas in the healthcare industry. Teachers and professors should give students this preparation as part of their professional socialization in the classroom. The results indicate that many of the values were valued similarly in other nations, which may be an indication of the nursing profession’s globalization process and the existence of professional values at the core of the discipline. However, strategies should be developed to strengthen nursing students’ weaknesses in the ethical standards they must adhere to in order to work in hospitals, faculties, schools, and societies.

My Top 5 Professional Values

Importance of demonstrating professional values

Your interpersonal interactions and how others perceive you may be influenced by the behaviors you exhibit at work. You can demonstrate to coworkers and potential employers that you have self-worth, confidence, and a desire to succeed by having strong and positive professional values. Your professional values can also play a significant role in demonstrating your capacity to take on difficult and significant assignments, which could pave the way for future career advancement.

What are professional values?

The qualities that many employers seek in their employees are embodied in professional values. Your professional values are the moral principles you uphold and exhibit in the workplace as evidence of your success. Additionally, these professional values frequently include the soft skills and conduct required for career advancement. For instance, your capacity to modify your communication style to fit the needs of various teams or groups demonstrates a flexible and adaptable personality, which may enhance how others perceive you at work.

Professional values to adopt in the workplace

Professional values are the characteristics that demonstrate your general work ethic, capacity to achieve goals, and ability to succeed in your career. You can use the following characteristics to demonstrate your core values:

Strong work ethic

Most employers look for work ethic as a quality in an employee right away. Your capacity to work assiduously, overcome obstacles, and support your coworkers exemplifies a strong work ethic and can aid in your success as well as the development of favorable relationships. Furthermore, a strong work ethic entails knowing what is expected of you and maintaining motivation to work toward your objectives.


Being accountable entails not only keeping your word when you make promises, but also being supportive of others when they need it. Show that you are a responsible person by meeting your goals, finishing the tasks you’ve taken on, and making sure you’re doing your best work. These responsible qualities will demonstrate to your managers that you are dedicated to reaching your goals and assisting in the expansion of your business.


Being trustworthy and dedicated to completing the tasks you are responsible for is what it means to have integrity. Integrity is a crucial quality that can assist you in creating gratifying and encouraging workplace relationships. Additionally, it implies that you are trustworthy and sincere in all of your interactions, correspondence, and relationships with other people.


Integrity is a quality that includes honesty, and having both of these qualities can help you build a solid foundation of professional values. Your coworkers and superiors will be more likely to turn to you for advice when they have questions, need additional assistance, or need your input on crucial tasks if you are honest and open in your communication with them. Furthermore, being truthful in your work will show that you are a trustworthy person, which is crucial for developing strong relationships at work.


Being dependable entails being on time, committed to your goals at work, and always able to deliver on your promises. Your supervisors will be more likely to trust you with important tasks because they know you will keep your work commitments if you have proven your dependability. This will allow you to advance in your career by taking on more difficult or advanced projects.


In the workplace, it is crucial to be able to adjust to different circumstances and handle interactions with people of different backgrounds. Any field you work in can encounter difficulties or challenges. Your ability to adapt in difficult circumstances will show that you have the flexibility to change the way you solve problems.


Being accountable in the workplace entails accepting accountability for your behavior and actions there. When you take responsibility for your actions and behavior at work, you exhibit more than one core value. When you ask for criticism and input that will help you improve, you are showcasing your honesty, flexibility, responsibility, and positive outlook.

Self motivation

Self-motivation is extremely important to have as a core value. Maintaining your motivation at work will assist you in finding meaning in your daily activities, remaining satisfied with your position, and remaining passionate about your work. Because it shows a strong desire to succeed both personally and as a member of the company, this self-motivation is also a highly desired quality that many employers look for in their employees.


You can improve your workplace confidence by taking on difficult tasks, solving problems, and implementing constructive criticism. You can demonstrate that you have confidence in your ability to advance and succeed in your career by concentrating on your professional development and strengthening your skills. Taking on challenges that are outside of your comfort zone, such as facilitating a team meeting or giving a presentation, is another way to boost your confidence.


Employers frequently seek out workers who will remain devoted to their teams and the business at large. This implies that you carry out your duties in a way that benefits your coworkers, managers, and employers, and that you continue to be dedicated to promoting the development of your organization. By displaying your loyalty, you convey to your employers your concern for the success of the business and your value of your work.


Employees who are compassionate support one another, help out when it’s needed, and generally go out of their way to show others they care Building meaningful relationships and gaining a deeper understanding of others’ feelings are both facilitated by compassion. Being compassionate at work is crucial for resolving conflict, providing and receiving constructive criticism, and resolving issues.


Empathy is the ability to comprehend the thoughts, feelings, and points of view of another person. Furthermore, empathy can enable you to connect with others and discover shared characteristics and interests with your coworkers. You can develop relationships and friendships at work that can be fulfilling and encouraging if you are compassionate. Additionally, demonstrating empathy at work will help you adjust to various social situations and make it simpler for you to understand the feelings and thoughts of others.


Your ability to be patient will enable you to overcome obstacles, find appropriate solutions to issues, and ultimately manage any stress you may encounter at work. You can overcome obstacles, discover beneficial solutions to problems, comprehend other people’s perspectives, and complete your work accurately and completely by exercising patience.


Another crucial professional value to exhibit is the ability to remain upbeat in the face of difficulties or issues at work. Positivity and open-mindedness frequently result in greater job satisfaction and can help you become more self-motivated. As a result of the correlation between a positive outlook and a strong work ethic as well as a desire to succeed and support others, employers also frequently seek out candidates with positive attitudes.


Similar to your adaptability, your workplace flexibility will show that you can stay open-minded, willing to take on challenges, and willing to help others. Being adaptable at work also means that your employer can count on you to handle last-minute work assignments, give a colleague more support, or even contribute to a project that is outside the scope of your typical job duties.


What are some professional values?

Professional values to adopt in the workplace
  • Strong work ethic. Most employers look for work ethic as a quality in an employee right away.
  • Responsibility. …
  • Integrity. …
  • Honesty. …
  • Reliability. …
  • Adaptability. …
  • Accountability. …
  • Self motivation.

What are 3 professional values?

As “the fundamental beliefs that inform our behaviors and decision-making process,” six professional values are listed: advocacy, honesty, expertise, independence, loyalty, and fairness. These principles serve the field of public relations in a variety of ways.

What are your top three professional values?

What are professional values?
  • portray a professional image through reliability, consistency and honesty.
  • dress and act appropriately.
  • deliver work outcomes to agreed quality standards and timescales.
  • be accountable for their actions.

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