| Sumario: | Education in general and particularly education in values predispose most students attracted to the nursing profession to make a similar 'evaluation-choice' of the qualities considered a priority in good nurses.On the other hand, it is possible that student nurses' evaluation does not substantially differ from that of the rest of the population and, consequently, from patient expectations of nursing staff. Determination of this evaluation would help us to choose, shape and reinforce the qualities that form part of the education of student nurses.The study population was composed of a sample of first year nursing students from the University Nursing Schools in Sevilla. A total of 194 first-year nursing students from the Virgen del Rocio (79), Cruz Roja (62) and Virgen de la Macarena (53) University Nursing Schools took part. The Virgen de la Macarena teaching unit was randomly chosen from the 3 units that compose the University Nursing School.A descriptive, comparative study was performed of the 3 University Nursing Schools, using a questionnaire containing 8 significant qualities selected from the literature. The working hypothesis was that no differences would be found in the qualities selected by students from the different University Nursing Schools, given the similarity in their geographical origins (similar social and educational backgrounds). Furthermore, the questionnaire was distributed only one month after the start of the course and thus insufficient time had passed for the course to have produced any form of professional socialization. The results show that only in 'ability to communicate' was there sufficiently strong statistical evidence to state with an error risk of less than 0.01 (1%) that the center influenced students responses. Specifically, we conclude that the Virgen del Rocio and Virgen de la Macarena Nursing Schools presented percentages that significantly differed from those expected. The importance given to this response was greater in Virgen de la Macarena than in Virgen del Rocio, suggesting that professional socialization is introduced into the syllabus at an early stage.More than 80% of the pairs chosen consisted of the following qualities: availability and dedication, responsibility, ability to communicate and collaboration and team work.We conclude that it is important for syllabus design to determine which qualities students valuemost at the beginning of their studies as well as the extent to which these coincide with patient expectations. In addition, it is important to ask which variables in the formal or hidden curriculum influence the early professional socialization of student nurses. This abstract was translated into English by the publisher or author.
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