EFFECT OF THE VALUE ANALYSIS TEACHING METHOD ON THE ASSIMILATION OF PROFESSIONAL NURSING VALUES.
Contributors: Widener University School Of Nursing.
Published: 1997
Number of pages: 166
Subjects: Health Sciences, Nursing.; Health Sciences, Education.; Education, Higher.
Description: Increasing specialization and bureaucracy, cultural diversity, and encroaching technology require nurses to incorporate personal and professional beliefs, values, and attitudes into practice. Despite the critical need, recent studies have identified minimal efforts toward professional values education in the nursing curriculum (Elfrink, 1989; Elfrink & Lutz, 1991; Weis, Schank, Eddy, & Elfrink, 1993). Reasons cited include lack of faculty education in values and lack of effective teaching methodology.

The purpose of this study was to measure the effectiveness of value analysis, an experiential teaching methodology, as compared to traditional lecture, an expository teaching methodology, in the assimilation of professional nursing values by practicing registered nurses. A posttest-only control group design tested the research hypothesis: Practicing nurses who participate in a program on professional nursing values taught by the value analysis method will score significantly higher than practicing nurses who participate in a program on professional nursing values taught by the traditional lecture method on a test of professional nursing value assimilation.

The sample consisted of 58 practicing registered nurses from a single acute care facility randomly assigned to an experimental and control group. A modification of the Values Questionnaire (Tompkins, 1992, 1993) was used as a posttest for both groups immediately following the intervention. A one-way multivariate analysis of variance (MANOVA) was performed to determine differences between the experimental and control groups on seven Value Meaning subscores from the modified Values Questionnaire. A Mann Whitney U with a Bonferroni Correction was performed to determine differences between the experimental and control groups on seven Value Behavior subscores from the Modified Values Questionnaire. Demographic information and a participant evaluation of the course were analyzed.

No significant difference was found in the Value Meaning and Value Behavior subscale scores between the experimental (Value Analysis) and control (Lecture) groups. Age was moderately correlated with Equality Value Meaning across the entire sample population. Age was also moderately correlated with Esthetic Value Meaning in the Lecture Group. Experience was moderately correlated with Esthetic Value Meaning in the Lecture Group. Conclusions, limitations, and recommendations for further research are offered.
Notes: Source: Dissertation Abstracts International, Volume: 57-12, Section: B, page: 7455.

Thesis (D.N.S.)--WIDENER UNIVERSITY SCHOOL OF NURSING, 1997.

School code: 0969.