Professional values and behaviour

Inspiring trust requires the expected behaviours (code of conduct) of nurses according to the Nursing and Midwifery Council’s (2008) code (Sutcliffe 2011:36). Nursing is a profession that relies on sound values and ethical codes. A trusting relationship develops between educator and student based on ethical codes and professional values.

“We still need to apply the principles of nursing, all those basic principles they taught, the etiquette story.” (B1)

“It does not help if it is documented but not internalised by the individual, so in the nursing environment I, as a lecturer, will exhibit those ethical codes, values so it is visible for the student, thereby enhancing a trust relationship. I do not say it ensures it but it should.” (D5)

“… I think that each lecturer and each student as a part of their own professionalism, must hold colleagues accountable if they do not live in accordance with the ’code of conduct’ and not so much ... It is like me seeing how you are dressed, or whatever, and you are now going to the practice area to train students. Must I try to uphold the professionality and try to say ‘Listen here, get your nameplate and uniform, you really look …’ ... You know, we must develop that passion for professionalism amongst our students so that it is precious for them too. They will not allow their own colleagues to abuse this.” (D1)

The values of nursing and nursing education should be evident in the day to day activities of educators. The values of the nursing school should be evident in the behaviour of educators towards students. When the educators and students share the same values of patient care, trust is fostered.

“Your values and those which the school adheres to must be part of the lecturers. The student must be able to see that they correlate … but where the school’s values and the lecturers’ differ, the trust in the lecturer will differ from what the school says they promote. What is documented and what is done are contradictory. You must talk … you must do what you say and act in accordance with the vision and mission of your school and not display totally different behaviour.” (D1)

“Our views are the same, that is, not the vision and mission, my motives, let us call them motives, or goals are the same. In other words, our patient care is based on the patient. The patient always comes first. So we have the same values as far as caring is concerned; then I can trust that person. I can take him by his word, which is the truth … yes, if that person says he has done so, then he has, because he will speak the truth. I can trust him, in other words, if he is booked for night duty, he will be on duty.” (D5)

Nursing etiquette plays a role in the trusting relationship between the educator and student. The participants viewed professional values, ethical codes and professional relationships as building blocks of trust. Educators should adhere to professionalism and not entertain gossiping.

“The issue that affects the trusting relationship between the lecturer and students ... etiquette is the most important aspect, because the way I see it is like we are no more emphasising nursing etiquette. Most of the things - I think etiquette is the one that is actually guiding the students towards a good lecturer and student relationship and that also guides the student towards a good relationship ... We need to play a lecturer role and the student needs to play the student’s role.” (C1)

Participants expected that moral standards, ethical codes, values in nursing education, fairness and equal treatment of each student should be prioritised. If educators do not abide by ethical values, it causes them to deteriorate into unethical behaviour.

“... you are trying to be motherly, you will find yourself that this student, who you know is having this problem and then is busy failing and who is likely not to make it at the end of the year; if you overstep the line of being ethical or in the lines of being a parent, you may be falling into a trap, feeling so sorry for the student to an extent that you sneak out some questions.” (C2)

Bylok et al (2015:51) indicate that managerial moral standards affected the building of moral trust in an organisation. Hence, the educator in a middle management situation influences the moral trust and trust in professional standards of nursing education.

If educators do not comply with the ethical codes and values, it may result in a lack of trust from the students.

“But the trust is gone there; there are those lecturers that give the students exactly what is there. They do get the exam question: I cannot say nursing intervention regarding the patient on non-steroidal inflammatory drug. That one is a straight forward question, but if I say non-steroidal drug, it is what is broadly about non-steroidal drugs. So the trust is broken here between the students and lecturers, and what is happening? These students, they do not have confidentiality, they do not tell us. They do tell us that Ms X told us about this and this and this. Why don’t you tell us straight? I think they are losing it sometimes. And they do lose it, so there is no trust there. So there is no trust there, really.” (B3)

The educator who has internalised professional virtues will behave professionally as it is expected in a profession. Professional virtues and behaviour of educators were seen by participants in the manner in which the educator supported and assisted students. Benevolence, caring role, student advocacy and keeping confidentiality build trusting relationships between educators and students that will be to the benefit of nursing education.