This study was conducted to determine the effects of education and counseling on the professional values and caregiver roles of nursing students dur ing the undergraduate education process. The research was completed as a lon gitudinal intervention study with 50 first-year nursing students between the years 2015-2020. The students were randomly divided to the experimental (n=26) and control (n=24) groups, and the students in the experimental group were allowed to participate in activities that would develop their professional values and care giver roles in each academic year. No intervention was applied to the students in the control group. In the study, data were collected with a data collection form that included the demographic characteristics of the students, the Attitude Scale for Nurses in Caregiving Roles and the Reliability and Validity of Turkish Version of the Nurses Professional Values Scale-Revised. Mann-Whitney U test, analy sis of variance, chi-square and Fisher exact chi-square tests were used for data analysis. It was observed that the mean scores of the students in the experimen tal and control groups regarding their caregiver roles and revised professional values increased statistically significantly in four years (p<0.05). There was no significant difference between the experimental and control groups in the stu dents' attitude scale mean scores regarding their caregiver roles (p>0.05). It was observed that there was a significant difference between the experimental and control groups in the mean scores of the students' professional values only in the second grade (p<0.05). It was determined that nursing students' attitudes towards their caregiver roles and their level of perception of professional values increased during the four-year undergraduate education period.