This descriptive study examined the extent to which the professional value systems of graduate nursing students are influenced by their curriculum. A systematic analysis of nursing literature was first conducted from which fifteen value dimensions emerged and then validated by a jury as representative of the dominant professional value systems of nursing. A questionnaire was constructed and distributed to graduate nursing students and faculty in one University. Respondents were requested to rate and rank each value dimension according to its importance in guiding their professional lives. The study sample consisted of 48 beginning graduate students, 57 advanced students and 21 faculty.

The data revealed remarkable homogeneity between the value systems of both levels of student respondents. Faculty respondents shared similar value systems but generally regarded these values less important than students. Curriculum majors of respondents made little difference. Background characteristics of social class, political outlook, years in nursing and age significantly influenced the respondents ratings/rankings on nine value dimensions (p (LESSTHEQ) .05).

All respondents regarded mastery oriented values and idealogical values of services most important and values associated with the advancement of the profession least important. The findings support accentuation phenomenon theory in that the educational environment tends to support and reinforce existing value systems. Professional socialization may be less influential than usually presumed. Therefore, as conceptualized in this study, the graduate curriculum did not influence appreciably the professional value systems of students.