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Dissertation/Thesis Abstract

Beyond relativism: A grounded theory study of sophisticated adult personal epistemology
by Johnson, Dennis L., Ph.D., Capella University, 2009, 294; 3372809
Abstract (Summary)

Research on professional values in associate and baccalaureate degree nursing students and nurses is sparse. Though learning professional values is important, professional values are not commonly measured in nursing students or nurses. In addition, it is not known if professional values continue to develop after graduation. The purpose of this research was to study how nursing students and nurses from different educational preparations perceive nurses’ professional values. The purposeful, convenience sample of 307 students and 96 nurses represented a cross sectional view of students and nurses from associate and baccalaureate nursing programs. The Nurses Professional Values Scale-Revised (NPVS-R) was used to collect quantitative data. The Survey of Perceptions of Professional Values (SPPV), developed by the researcher, was used to gather qualitative date about participants' beliefs regarding nursing professional values. While no significant differences were shown between groups with the NPVS-R, results did support that nursing students perceive nursing values as more important than nurses. The NPVS-R and SPPV both revealed that nurses and students perceive patient care values to be more important than nursing values related to promoting the nursing profession, being a member of a profession, or participating in research. This research did not show an increase in values from first to last level in students, or a higher level in nurses. There were no consistent differences in AD and BS participants' perceptions of the importance of professional values or their ability to articulate professional values. Implications for practice indicate a need to increase the emphasis on professional values in nursing education and foster professional values in practicing nurses.

Indexing (document details)
Advisor: Boyd, Sandy
Commitee: Bassett, Caroline, Bourque, Thomas
School: Capella University
Department: School of Education
School Location: United States -- Minnesota
Source: DAI-A 70/10, Dissertation Abstracts International
Subjects: Epistemology, Educational psychology, Developmental psychology
Keywords: Grounded theory, Knowing, Knowledge, Personal epistemology, Transformative learning, Wisdom
Publication Number: 3372809
ISBN: 978-1-109-37839-9
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