• Nurse Educators' Experiences Teaching Professional Values To Prelicensure Baccalaureate Nursing Students: An Interpretive Phenomenological Study

      Dunnington, Celeste S.
      ABSTRACT NURSE EDUCATORS' EXPERIENCES TEACHING PROFESSIONAL VALUES TO PRELICENSURE BACCALAUREATE NURSING STUDENTS: AN INTERPRETIVE PHENOMENOLOGICAL STUDY Nursing's professional values, while important today, were first recognized in 19th century Europe by Florence Nightingale. Today's professional values, based on the American Nurses Association (ANA) code of ethics, include altruism, autonomy, human dignity, integrity, and social justice. Nurse educators are afforded the opportunity to provide foundational underpinning for the development of professional values in prelicensure baccalaureate nursing students. The purpose of this interpretive phenomenological study was to understand the experiences of teaching professional values to prelicensure baccalaureate nursing students from the perspective of nurse educators. Interpretive hermeneutic phenomenology was the method chosen for this study because it provides for understanding through interpretation of lived experiences. Face-to-face and Skype interviews were completed with 15 participants. Following transcription, each interview was analyzed using van Manen's research guidelines. These guidelines included focusing on the lived experience, collecting experiences as they were lived, reflecting on essential themes as they emerged, writing and rewriting, staying focused on the phenomenon, and looking at the parts and the whole (van Manen, 1990). xii The phenomenological approach allows nurse educators, as participants, to describe their lived experiences of teaching professional values to prelicensure baccalaureate nursing students. Journey work described the nurse educator's journey in teaching professional values which included personal struggles and professional growth. “There is a disconnect�? offered the opportunity to express the effect of generational differences and lived experiences on teaching professional values illustrating educators’ assumptions of their students. Shaping outcomes acknowledged the educator’s firm belief in the centrality of role modeling and building relationships to teaching professional values. The ultimate goal of teaching professional values was to see the transformation as students began with the basics, reached the crossroads of accepting professional values, and the final step of entering the professional practice of nursing having embraced nursing's professional values as their own.