ABSTRACT
BACKGROUND AND PURPOSE: Although the Nurses Professional Values Scale-Revised (NPVS-R) has been validated in predominantly female samples, this instrument has not been validated with adequate samples of men. The purpose of the study was to assess the reliability and validity of the NPVS-R in a sample of male nurses and nursing students. METHODS: Psychometric testing was performed, using principal component analysis (PCA), on a convenience sample of 329 men in nursing from the United States. Reliability was assessed using Cronbach's alpha. RESULTS: Participants rated the values in the NPVS-R as important, although undergraduate students significantly less so than graduate students or nurses. Factor labels of caring, professionalism, and activism were similar to those in previous studies. Variations across responses to particular items may reflect cultural variations. CONCLUSIONS: Although further testing is needed, results from the current study indicate that the NPVS-R is a valid and reliable scale when administered to a sample of male nurses and nursing students.
Subject(s)
Nursing Care/psychology , Nursing Care/statistics & numerical data , Nursing Staff/psychology , Nursing Staff/statistics & numerical data , Professional Competence/statistics & numerical data , Students, Nursing/psychology , Students, Nursing/statistics & numerical data , Adult , Humans , Male , Middle Aged , Psychometrics , Reproducibility of Results , Surveys and Questionnaires , United StatesABSTRACT
BACKGROUND: Doctor of Nursing Practice (DNP) and PhD degrees are terminal degrees in nursing, yet they differ in preparation and intended purpose. Perceptions of DNP- and PhD-prepared faculty, staff, and administrators regarding DNP/PhD teaching roles, research expectations, and attitudes toward collaboration are poorly understood. OBJECTIVE: This mixed-method study sought to identify current perceptions related to collaboration and utilization of DNP- and PhD-prepared faculty, staff, and administrators. METHODS: Quantitative survey responses were obtained from 55 DNP- or PhD-prepared individuals, followed by qualitative interviews of eight participants. RESULTS: Qualitative findings identified DNP-PhD division, lack of collaboration, and sub-optimal utilization of DNP and PhD individuals. Significant quantitative findings identified perceptions that increased collaboration would enhance student learning and increase research success. CONCLUSIONS: Administrators should make organizational changes that break down barriers between DNP- and PhD-prepared faculty, staff, and administrators. IMPLICATIONS FOR NURSING: University administrators can optimize student success by finding ways to bridge the divide between DNP- and PhD-prepared faculty, staff, and administrators.
