[Professional values from nursing students' perspective in Tabriz University of medical sciences: a pilot study]

Professional values are the base of development of professional identity and commitment to the profession. However, there is limited research about professional values of nursing students in Iran. This pilot study aims to determine nursing students' perspective on professional values in Tabriz University of Medical Sciences. It was a pilot descriptive, cross sectional study. Fifty six undergraduate nursing students in their last semester were recruited by census and their perspective on professional values was assessed during 2010. Data was collected by a two-part questionnaire. The first part included demographic variables and the second part was Nursing Professional Values Scale- Revised [NPVS_R] which examines 5 dimensions [caring, activism, trust, professionalism and justice] of professional values. Data was analyzed by descriptive and nonparametric statistical tests [Mann-whitney, Kruskal-wallis] and correlation tests [Spearman's rho] using SPSS-PC [v. 13]. Mean scores of caring, activism, trust, professionalism, justice and overall dimensions was 3.55, 3.34, 3.82, 3.63, 3.72 and 3.59 respectively. The most important statements from the students' perspective were "Maintaining confidentiality of patient" and "Maintaining clinical competency". Moreover, the students rated "Participate in peer review", "Confront practitioners with inappropriate practice", and "Participate in nursing research and/or implement research findings" as least significant. There was a significant association between the age of students and their perspective on "trust" dimension of professional values [p<0.05]. Although the mean scores were within a 'fairly important' to 'important', but there is need for more programs to improve the students' knowledge about some professional responsibilities and promoting their professional performance in a wide range of professional areas associated with caring duties

[ effect of outcome-based education on nursing students' clinical competency]

Despite global acceptance of outcome-based education, few investigations are available about its effects on clinical competencies [cognitive and behavioral skills] of nursing students. The aim of this study was to investigate the effect of outcome-based education on clinical competencies of nursing students compared to traditional education. In this quasi-experimental study using two groups design with pre and post-tests, 26 nursing students were selected through census and divided randomly into two control and experiment groups. Each group included 6 to 7 persons. After completing the pre-test of cognitive skills, the control group received clinical education through traditional method and the experiment group through outcome-based education, for 9 days. Then, students' cognitive skills were measured by post-test and their behavioral skills were observed via checklist. Data was analyzed by SPSS software using Wilcoxon, Mann Whitney, and Fisher exact tests. Outcome-based education was effective in promoting students' cognitive and behavioral skills. The mean of cognitive and behavioral skills of the experiment group in post-test were significantly higher than that of the control group in all cases and in total. Also, students' clinical competency in the experiment group was significantly higher than control group. Outcome-based education leads to developing nursing students' competencies more than traditional method. It is recommended to employ this method more in clinical education