| Nurse educators are charged with teaching student nurses how to be self-aware, and to use this knowledge therapeutically and in leadership activities. Although there is theoretical and descriptive literature on self-awareness as a necessary attribute, the literature is silent on how self-awareness develops in student nurses. Guided by naturalistic and interview research methodology this investigation explored self-awareness development as female baccalaureate student nurses have experienced it within the context of nursing education. Purposive sampling was used and data collection was through two in-depth, face-to-face, audiotaped interviews. Ten participants were asked how they developed self-awareness and to describe the contributing contextual features. Data were analyzed with content analysis (Lincoln & Guba, 1985). Validation of the description was obtained from the students.; Categories of external and internal influences on self-awareness development, and the process of self-awareness development within the context of nursing education emerged. External factors included socially and educationally significant relationships, facilitative actions, transformative events, and pedagogy. Internal factors included religion/spirituality, and personality/developmental issues. The process of self-awareness occurs within the context of interpersonal or intrapersonal interactions. It emerged as a dynamic, systematic series of actions taken by the student. The basic components of the process include a catalyst, cognitive and/or emotional dissonance, and specific mental activities. The result of these actions is self-awareness.; The significance of this study lies in the emergence of a model that has heuristic value for enhancing self-awareness development in professional nursing. Recommendations include model testing in connection with theories of psychosocial development and symbolic interaction. |
