Nurse Education Today 30 (2010) 107–112 Contents lists available at ScienceDirect Nurse Education Today journal homepage: www.elsevier.com/nedt Nursing professional values: Validation of a scale in a Spanish context Salomé Basurto Hoyuelos a,*, Clemente Lobato Fraile b, Darlene Weis c, Elena De Lorenzo Urien a, Carol A. Elsden d, Mary Jane Schank c a E.U.E. School of Nursing of Vitoria/Gasteiz, 01009 Vitoria, Alava, Spain Department of Evolutionary Psychology and Education, University of the Basque Country, Spain c Marquette University, College of Nursing, Milwaukee, WI, USA d Applied Language Studies, MoIL, UK b a r t i c l e i n f o Article history: Accepted 18 May 2009 Keywords: Transcultural adaptation of instruments Professional values Nursing education s u m m a r y Purpose: To validate culturally the ‘‘Nursing Professional Values Scale: NPVS-R” for use in Spain. Methods: We used the forward and backward translation method with complementary qualitative methodology. We first formed discussion groups to detect cultural differences, then set up a multidisciplinary group to ascertain the equivalence or discrepancies between the English and Spanish versions and to decide on the final pre-test version. This was used in the pilot test given to 10 second-year nursing students of the School of Nursing of Vitoria, Spain. Results: The majority of the questions were classified as equivalents (23 of 26). Some questions were modified by the discussion group. Following the backward translation and evaluation by the multidisciplinary group, two questions needed small changes and four needed significant changes. The differences were resolved by decentralization. Conclusions: The resulting Spanish version of the NPVS-R, is culturally and semantically equivalent to the original English version and is appropriate for measuring the perception of nursing professional values in nursing professionals and students in Spain. To verify reliability and validity of the scale, the final version after the pilot test has been passed to 960 nursing diploma students all over Spain. Ó 2009 Elsevier Ltd. All rights reserved. Introduction The nursing profession is based on caring for and accompanying people through their health-related experiences: promoting health, preventing diseases and health problems, helping to overcome the problems when they occur, working to rehabilitate and, when none of this is possible, to accompany a person throughout the process of sickness and dying. The center of caring is the human being and this entails recognizing the intrinsic dignity of all human beings, that each person is a unique individual with their diversity, that is, their holistic dimension. Caring therefore involves the development of human values, knowledge, will or willingness, commitment, helping and being consequent (Watson, 1988). The adoption of professional values is of prime importance as they shape the identity of a profession and serve as a guide to action (Domínguez, 1998), such values embody basic convictions about what is right, good or desirable and inspire social and professional behavior; research in this field helps understanding of individual reactions to situations (Itzhaky et al., 2004; Rassin, 2008). * Corresponding author. Tel.: +34 945218085; fax: +34 945220626. E-mail addresses: Salome_Basurto@ehu.es, sbasurto@terra.es (S. Basurto Hoyuelos). 0260-6917/$ - see front matter Ó 2009 Elsevier Ltd. All rights reserved. doi:10.1016/j.nedt.2009.05.010 The professional nursing values (included in the international codes of ethics shown below) are considered to be essential to the practice of professional nursing. The professional values are standards for action that are preferred by practitioners and a professional group and provide a framework for evaluating behavior (Altun, 2002, 2003; Hendel and Steinman, 2002; Itzhaky et al., 2004; Rassin, 2008; Weis and Schank, 2000, 2002). They incorporate personal and social values and are learned through nurse education and experience in clinical practice (Krathwohl et al., 1964; Raths et al., 1966; Kubsch et al., 2008; Weis and Schank, 2000). The acquisition of professional values influences the ability to resolve conflicts and prioritize actions according to their importance (Chitty, 2001), guides decision-making on policies that support professional nursing, and practice according to the code of ethics of the nursing profession (Bixler and Bixler, 1945; Flexner, 1915 in Kubsch et al., 2008; Joel and Kelly, 2002).Values and attitudes help to humanize caring and should be included in the professional profile as they define the professional identity (Elfrink and Lutz, 1991). The need to educate professionals with competencies that match the services that should be given to society is becoming a topic of increasing importance. In the case of nursing, these competencies must take into account the professional values included in 108 S. Basurto Hoyuelos et al. / Nurse Education Today 30 (2010) 107–112 the Spanish nursing code of ethics (1989), the code of ethics published by ANA (2001), the CIE (2005), the code of ethics of the AANC (1986) and the European Council of Nurses document (2007), FEPI (2008). The ethical code of the profession embodies a series of ideals, their interpretation and their application in practice (Curtin, 1988). Table 1 shows that many of the values are common to the different codes. This enables us to affirm that the professional values we are discussing are absolute and universal, given that many professional organizations from differing cultural backgrounds have considered them to be so after a process of logical reasoning (Quintana, 2005). Values are the product of an educational process rather than an initial trait, quality or virtue (Eddy et al., 1994). Research has shown that certain teaching strategies have been effective in the development of values in different educational programs including Nursing (Casares, 1996; Pérez et al., 2002). It is important to know whether these values are being properly transmitted to nursing students, thus permitting the integration that is needed for their practical implementation. Research on values The determination of the importance attributed to the development of nursing professional values has not been an easy task due to the small number of scales that measure values, and hence it is difficult for Nursing Schools to ascertain whether they are effective in the transmission of values (Weis and Schank, 2000). The instruments designed to measure values that we have found reflect the subjective view of the individual with respect to values and their importance in different contexts, both in clinical practice (supervisors and their respective nurse teams), and in teaching. According to the various instruments used, the values that are recognized by student nurses are: the ability to listen, assertiveness, empathy, kindness, compassion, confidence, selfresponsibility, tolerance, acceptance (Pérez et al., 2002); responsibility (Barquero et al., 1995); safety and competence in caring (Lui, 2007); confidence and human dignity (Altun, 2003); altruism, human dignity, privacy, reliability, integrity and autonomy (Fagermoen, 1997); equality, liberty and human dignity (Eddy et al., 1994; Ramió, 2005; Tadd et al., 2006); respect and concern for the interests of the patient (Kelly, 1991). With respect to the values of work and clinical practice, they recognize intellectuality and stimulation (Fagermoen, 1997); self-advancement (a dimension that includes authority and achievement) of an individualistic nature, which seems paradoxical in a profession involved in helping others, and continuity (includes conformity, tradition and security), which belongs more to a collectivist than an individualist perspective (Aguilar et al., 2004) and satisfaction with the job done, self-realization and altruism (Bellarts, 1992). We conclude from a review of the literature about values, a subject that is currently of international interest, that a wide range of methods is used in research on the subject, including ethnography, phenomenology, qualitative interviews, and secondary analysis. Although the research methods chosen were appropriate for the aims and were sufficiently documented as to why they were chosen, most of the studies had limitations concerning mainly the small size of the sample and non-random sampling, as well as the few male participants studied. We also found a lack of longitudinal studies to provide more information (Horton et al., 2007). Among all these studies we found only one instrument that has been validated, and therefore will permit assessment and comparison on a large-scale of the perception of professional nursing Table 1 Comparison of values included in the professional codes of ethics of various nursing associations. CD ENF. ESP. CD ANA CD AANC CIE CD FEPI Values Human dignity Responsibility Confidentiality Tolerance Justice, equity Solidarity Singularity or holism Human dignity Responsibility Confidentiality Tolerance Justice, equity Solidarity Singularity or holismo Commitment with the optimal attention Human dignity Responsibility Confidentiality Tolerance Justice, equity Solidarity Singularity or holismo Commitment Human dignity Responsibility Confidentiality Tolerance Justice, equity Solidarity Singularity or holismo Commitment to optimal care Human dignity Responsibility Confidentiality Tolerance Justice, equity Solidarity Singularity or holismo Commitment Professional competence Professional competence To be moral, ethical To safeguard human rights To be moral, ethical To safeguard the human rights Veracity Protection of health and life Veracity To promote health Professional competence To be moral, ethical To safeguard the human rights Authenticity Professional competence To be moral, ethical To safeguard the human rights Veracity Protection of health Autonomy Professional status Team work, cooperation Autonomy Professional growth Work in equipment cooperation Reliability Professional and social activism Security Professional and social activism Tolerance Respect Freedom Value nature, conservation of the environment Compassion Autonomy Professional status Work in equipment cooperation Security Professional and social activism Self-care Tolerance Respect Freedom To maintain environment Self-care Tolerance Respect Freedom Commitment to personal and professional improvement and protection of the environment Intraprofessional integrity Compassion, consideration Commitment with the optimal attention Professional competence To be moral, ethical To safeguard the human rights Veracity To recognize the right to health Autonomy Professional growth Work in equipment cooperation Security Professional and social activism Tolerance Respect Freedom Consideration towards the vulnerable S. Basurto Hoyuelos et al. / Nurse Education Today 30 (2010) 107–112 values. This instrument is the Nursing Professional Values Scale – Revised (NPVS-R) developed by Weis and Schank (2006). It was designed to investigate the perception of nursing students or nursing professionals regarding the importance of nursing professional values. These are defined as relevant to the profession and based on the Code of Ethics for nurses (American Nurses Association, 2001) and are similar to the professional values included in the Spanish Code of Ethics (Consejo General de Colegios Oficiales de Diplomados en Enfermería, 1988). This scale is also being used in other international research, confirming or enhancing the reliability and validity of the instrument (Martin et al., 2003). Cultural validation of the Weis and Schank professional value scale will help to increase knowledge about the values held and the degrees of importance that nursing professionals in the Spanish culture give to values. This validation will eliminate the need to develop a new value scale, saving time and money. Information regarding professional values may be useful for different collectives: nursing practitioners, educators and managers, and policy makers (Martin et al., 2003; Horton et al., 2007; Payne, 1988; Rassin, 2008; Schank and Weis, 2001; Weis and Schank, 2000). Cultural validation of this instrument will assist research on professional nursing values and the effectiveness of different teaching strategies on value development. Therefore, the goal of our research is to culturally validate the NPVS-R to enable its use in a Spanish context. Methods and subjects The NPVS-R scale The NPVS-R includes 26 items based on the nine provisions of the Code of Ethics for Nurses (American Nurses Association, 2001). Each item of the NPVS-R contains a brief descriptive phrase that reflects an interpretive declaration of the Code of Ethics of the ANA (see Table 2). The questions are scored on a Likert-scale of 1–5; 5 being very important and 1 not important. Possible scores range from 26 to 130 points, with higher scores indicating higher levels of importance given to those values described in the dimension. For each item, the possible answers are: A: not important (1), B: slightly Table 2 Provisions dimensions of the code of ethics of the American Nursing Association. 1. The nurse, in all professional relationships, practices with compassion and respect for the inherent dignity, worth, and uniqueness of every individual, unrestricted by considerations of social or economic status, personal attributes, or the nature of health problems. 2. The nurse’s primary commitment is to the patient, whether an individual, family, group, or community. 3. The nurse promotes, advocates for, and strives to protect the health, safety, and rights of the patient. 4. The nurse is responsible and accountable for individual nursing practice and determines the appropriate delegation of tasks consistent with the nurse’s obligation to provide optimum patient care. 5. The nurse owes the same duties to self as to others, including the responsibility to preserve integrity and safety, to maintain competence, and to continue personal and professional growth. 6. The nurse participates in establishing, maintaining, and improving health are environments and conditions of employment conducive to the provision of quality health care and consistent with the values of the profession through individual and collective action. 7. The nurse participates in the advancement of the profession through contributions to practice, education, administration, and knowledge development. 8. The nurse collaborates with other health professionals and the public in promoting community, national, and international efforts to meet health needs. 9. The profession of nursing, as represented by associations and their members, is responsible for articulating nursing values, for maintaining the integrity of the profession and its practice, and for shaping social policy. 109 important (2), C: important (3), D: very important (4), E: most important (5). It is a self-administered scale that takes approximately 15 min to complete. The method used to adapt the Spanish version of the NPVS The method recommended by consensus of different experts is the forward and backward translation (Badía, 1995; Escobar, 2004; Fernández-López et al., 1997; Guillermin et al., 1993; López-Campos et al., 2006; Serra-Sutton et al., 2002; Serra-Sutton and Herdman, 2001) The goal of this method is that the two scales, the original and the one adapted for the new culture, will attain equivalence of meanings. This method includes four phases that are described below. First phase The original scale was translated to Castilian Spanish by three bilingual translators independently (nurses with clinical and teaching experience of Spanish origin and that had resided in the United States). The translators kept in mind semantic and cultural equivalence while they translated the scale so that the Spanish version would transmit the original meaning. They used formulations and expressions in the questions that would be understandable and culturally relevant and conceptually similar for Spanish nursing students (Bullinger et al., 1994; Hunt et al., 1991). Along with the translation of each item, they were asked to score the difficulty that they had experienced when looking for an expression in Spanish that was conceptually equivalent to the original. To do so, they used a numerical scale of 0–10, where 0 indicated no difficulty and 10 indicated great difficulty. Second phase Two discussion groups were held: one included expert practicing nurses (with clinical and managerial experience) and the other consisted of third year students of the E.U.E (University School of Nursing) of Vitoria/Gasteiz. The aim of the discussion groups was to verify that the translated instrument was understandable, to determine if the vocabulary was appropriate, if the items were culturally applicable and the necessity of adding new nuances. In both cases, the group was guided by the principal researcher. The meetings lasted approximately one hour. The suggested changes, based on the researcher’s notes, were carried out to clarify the different items and the natural flow of the expressions of the test, maintaining semantic and conceptual equivalence. The resulting scale in Spanish (first version) was retranslated into English by three bilingual translators (nurses with clinical and teaching experience), in this case American and English natives who reside in Spain. The translators had not seen the original version and they carried out their work independently. They scored each item from 0 to 10 regarding the difficulty that they had experienced while searching for a conceptually equivalent expression in English. Third phase: revision by a multidisciplinary working group A multidisciplinary team that included a principal researcher, a bilingual linguistic expert together with one of the Spanish language translators and one of the English language translators, both bilingual, revised this first version, evaluating the equivalence with the original version and the natural flow of the expressions as well as the adaptation of expressions that were better suited for our culture. The items were classified according to the difficulty found in obtaining a conceptually equivalent expression in Spanish to the original (none/moderate/high) (Bullinger et al., 1994). A new 110 S. Basurto Hoyuelos et al. / Nurse Education Today 30 (2010) 107–112 Table 3 Various problematic items are presented here with the original version, the various proposed translations and the chosen definitive version is marked thus.* Original item Proposed versions N4 Participate in public policy decisions affecting distribution of resources Participar en decisiones en políticas públicas que afectan la distribución de recursos desde el puesto que ocupe Participar en decisiones en políticas públicas que afectan la distribución de recursos en la medida de sus posibilidades Participar en decisiones sobre la distribución de recursos* Establecer principios o valores como guía para la práctica Establecer criterios como guía para la práctica Establecer criterios de calidad como guía para la práctica* Promover y mantener principios en las actividades de aprendizaje planificadas para estudiantes Promover y mantener principios en las actividades de aprendizaje planificadas para estudiantes Promover y mantener niveles de profesionalidad en las actividades de aprendizaje planificadas para estudiantes* Iniciar acciones para la mejora de los entornos de la práctica Iniciar acciones para la mejora de la práctica Iniciar acciones para la mejora de los entornos del ejercicio profesional* Reconocer el papel de las sociedades profesionales de enfermería en la construcción de políticas de salud Reconocer el papel de las agrupaciones profesionales de enfermería en la construcción de políticas de salud Reconocer el papel de las organizaciones profesionales de enfermería en la construcción de políticas de salud* Promover el acceso equitativo a los cuidados de enfermería y de salud Promover el acceso equitativo a la atención de enfermería y de salud en general* Mantener la competencia profesional en el área práctica Mantener la competencia profesional en el ejercicio profesional* Rehusar participar en cuidados que estén en contraposición ética a nuestros valores profesionales Rehusar participar en prácticas que estén en contraposición ética a los valores profesionales adquiridos* Actuar como defensora del paciente Actuar como defensora de los derechos del paciente* Participar en investigación de enfermería y/o poner en marcha hallazgos de investigación apropiados a la práctica Participar en investigación en enfermería y llevar a la práctica los hallazgos pertinentes* Confrontar a los profesionales con prácticas inapropiadas o cuestionables Hacer frente a los profesionales con prácticas inapropiadas o cuestionables* N6 Establish standards as a guide for practice N7 Promote and maintain standards where planned learning activities for students take place N8 Initiate actions to improve environments of practice N11 Recognize role of professional nursing associations in shaping health care policy N12 Promote equitable access to nursing and health care N15 Maintain competency in area of practice N17 Refuse to participate in care if in ethical opposition to own professional values N18 Act as a patient advocate N19 Participate in nursing research and/or implement research findings appropriate to practice N22 Confront practitioners with questionable or inappropriate practice * Final version. version of the scale in Spanish was created (version 2.0). Two new retranslations were carried out keeping in mind the corrections made by the multidisciplinary group (Sanjuás et al., 1995) and Table 4 Comparison between the original scale and the scale adapted to the Spanish context. Nurses professional values scale-r Nurses professional values scale adapted to the Spanish context 1. Engage in on-going self-evaluation 1. Involucrarse en un proceso de autoevaluación continua 2. Solicitar consulta/colaboración cuando no puede Satisfacer las necesidades del paciente 3. Proteger la salud y la seguridad de la población 4. Participar en decisiones sobre la distribución de reursos 5. Participar en procesos de revisión entre colegas 6. Establecer criterios de calidad como guía para la práctica 7. Promover y mantener niveles de profesionalidad en las actividades de aprendizaje planificadas para estudiantes 8. Iniciar acciones para la mejora de los entornos del ejercicio profesional 9. Buscar formación complementaria para actualizar sus conocimientos y habilidades 10. Hacer avanzar la profesión a través de involucrarse activamente en actividades relacionadas con la salud 11. Reconocer el papel de las organizaciones profesionales de enfermería en la construcción de políticas de salud 12. Promover el acceso equitativo a la Atención enfermera y de Salud en general 13. Asumir la responsabilidad de satisfacer las necesidades de salud de una población culturalmente diversa 14. Aceptar la responsabilidad de la propia práctica y responder de ella 15. Mantener la competencia profesional en el ejercicio profesional 16. Proteger los derechos morales y legales de los pacientes 17. Rehusar participar en prácticas que estén en contraposición ética a los valores profesionales adquiridos 18. Actuar como defensora de los derechos del paciente 19. Participar en investigación en enfermería y llevar a la práctica los hallazgos pertinentes 20. Proveer Atención sin prejuicios a pacientes con estilos de vida diversos 21. Salaguardar el derecho de los pacientes a la intimidad 22. Hacer frente a los profesionales con prácticas inapropiadas o cuestionables 23. Proteger los derechos de los pacientes participantes en procesos de investigación 24. Ejercer la profesión teniendo en cuenta principios de fidelidad y respeto a la persona 25. Garantizar la confidencialidad del paciente 26. Participar en actividades de asociaciones profesionales de enfermería Adapted by Salomé Basurto from the NPVS of Darlene Weis & Mary Jane Schank 2. Request consultation/collaboration when unable to meet patient needs 3. Protect health and safety of the public 4. Participate in public policy decisions affecting distribution of resources 5. Participate in peer review 6. Establish standards as a guide for practice 7. Promote and maintain standards where planned learning activities for students take place 8. Initiate actions to improve environments of practice 9. Seek additional education to update knowledge and skills 10. Advance the profession through active involvement in health-related activities 11. Recognize role of professional nursing associations in shaping health care policy 12. Promote equitable access to nursing and health care 13. Assume responsibility for meeting health needs of the culturally diverse population 14. Accept responsibility and accountability for own practice 15. Maintain competency in area of practice 16. Protect moral and legal rights of patients 17. Refuse to participate in care if in ethical opposition to own professional values 18. Act as a patient advocate 19. Participate in nursing research and/or implement research findings appropriate to practice 20. Provide care without prejudice to patients of varying lifestyles 21. Safeguard patient’s right to privacy 22. Confront practitioners with questionable or inappropriate practice 23. Protect rights of participants in research 24. Practice guided by principles of fidelity and respect for person 25. Maintain confidentiality of patient 26. Participate in activities of professional nursing associations Ó Copyright 2004, Darlene Weis & Mary Jane Schank the final retranslation was sent to the author of the original test for her opinion (Windisch et al., 2003). The rigorous procedure of S. Basurto Hoyuelos et al. / Nurse Education Today 30 (2010) 107–112 the work carried out made it possible to create a new version of the scale in Spanish (version 3.0). Fourth phase: administration, practicality and comprehension of the pre-test version Finally, a pilot test was carried out on a group of 10 second-year students of the E.U.E of Vitoria (Spain). In this phase of the study the applicability and understandability of the instrument was evaluated. After the pilot test, we considered the modifications suggested by those surveyed, and we agreed to the definitive Spanish version of the measuring scale of nursing professional values in nursing students. With the aim of determining the validity and reliability of the scale, this was passed to 960 nursing diploma students in various Schools of Nursing in Spain. The results will be the subject of further publications. Results After the revisions carried out by the research team consisting of two of the bilingual translators that had participated in the translation–retranslation process and a bilingual linguist, the items were classified according to the difficulty found in obtaining a Spanish expression conceptually equivalent to the original NPVSR. Of the 26 items in the scale, 11 presented minimal difficulties in Spanish (42.30%), 14 presented moderate difficulties (53.84%) and three presented maximum difficulties (11.53%). Thus, as a result of this revision, some expressions were changed so that they were more suited to our socio-cultural characteristics. Among them the term ‘‘involucrarse” as a translation of the term ‘‘engage”; the fourth item, ‘‘Participate in public policy decisions affecting distribution of resources” is translated as ‘‘participar en decisiones sobre la distribución de recursos” as when it is translated as ‘‘participar en decisiones en políticas públicas que afectan la distribución de recursos” its meaning is unclear. The term ‘‘standards” in the sixth item is translated as ‘‘criterios de calidad” and in the seventh item as ‘‘niveles de profesionalidad”. The term ‘‘associations” is translated as ‘‘organizaciones”. The 12th item, ‘‘promote equitable access to nursing and health care” is translated as ‘‘promover el acceso equitativo a la atención enfermera y de salud en general” as saying ‘‘a los cuidados de enfermeria y de salud” seemed to exclude the fact that nurses work to achieve good health and this way it was easier to understand the meaning of the text in our culture. In the 15th item, the term ‘‘practice” is translated as ‘‘ejercicio professional” because it gives a greater precision to the professional role than the term ‘‘práctica”. The expression ‘‘Refuse to participate in care if in ethical opposition to own professional values” in item 17 is translated as ‘‘rehusar participar en prácticas que estén en contraposición ética con los valores profesionales adquiridos” to make sure that the professional values are not personal but acquired and that they fit within an ethical code. In Tables 3 and 4 that follow, we show the results of the adaptation process. Discussion The translation–retranslation method is a process where the majority of the steps are carried out after a fundamentally qualitative evaluation, where all parties involved participate (multidisciplinary team) and where a final result is reached by consensus. It is a structured process, with the creation of an instrument that is the same as the original but adapted to Spanish culture, where the conceptual equivalence in the terms used is sought 111 and where, also, the pertinence of various items is evaluated for Spanish cultural context (Windisch et al., 2003). It is important to maintain the original meaning of the items but at the same time they must be understandable in the new setting to guarantee the validity of the instrument. The procedure followed in this project has permitted the creation of a Spanish version of the NPVS-R scale adapted to the socio-cultural context. Thus, one can measure the same phenomena in different cultures or populations in order to identify differences that can be attributed to the context and not to the differences in the instrument used (Guillermin et al., 1993). Finally, in order to use the instrument it is necessary to proceed to the final validation. This includes evaluation of validity, that is, the degree in which the scale actually measures what it was constructed to measure, and reliability, understood as the degree to which a measurement provides similar results when it is carried out on more than one occasion over time under identical application conditions (Argimón and Jiménez, 1991; Sreiner and Norman 1989). If validity and reliability are confirmed, the Spanish version will provide a valid and precise instrument that may be useful in the study of nursing professional values in students as well as in practicing professional nurses. Knowing the professional values will enable us to have the necessary information to plan, execute and evaluate specific interventions directed to achieving better transmission and integration in the professional practice of nursing. This in turn will lead to a better quality of care in the health service. Acknowledgements We would like to thank Dr. Darlene Weis and Mary Jane Schank for developing, validating and providing us with the NPVS-R; also, Amaia Saenz de Ormijana, Angela Cabria, John Masso and Begoña Vicente, who collaborated as translators, retro-translators and linguists in the adaptation process into Spanish of the original English version of the NPVS-R scale, as well as all of the participants in the group discussions, professional and practicing nurses as well as students, for the highly valuable information they have given us to adapt the scale to our cultural environment. References Aguilar, C., García, J.M., Calvo, A., 2004. 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