Date of Award
2003
Document Type
Practicum
Degree Name
Doctor of Education
Department
Doctor of Higher Education Leadership
Keywords
Log in Sign up for free Create keywords from the following text. Please make sure they are lower case, except for proper nouns, comma separated and alphabetized Nursing students are deficit in self-awareness, a problem that impairs effectiveness in psychiatric nursing. Without self-awareness, the student's unresolved conflict causes countertransference which interferes with empathy. The purpose of this research project was to develop a model for nursing students to use as a structure for addressing and developing selfawareness when working with psychiatric clients. Two research questions for this study related to development and implementation of the of the self-awareness model The questions were: (A.) What are appropriate and valid criteria for a model to help the learner develop selfawareness? (B.) What are the appropriate and valid approaches to facilitate self-awareness? A development problem solving methodology was employed using several procedures. Drawing from a review of literature, definitions of term, and self-awareness enhancing teaching/learning methods were elicited. A formative committee created evaluation criteria and critiqued the development of the inodel through the various required stages. A summative committee validated the criteria and until consensus was reached, modified both the model and the operational steps showing the interrelationship of concepts. The committees also endorsed approaches to facilitate self-awareness. The results revealed a STEDFAST Self-Awareness Development Model that met the standard of valid and appropriate criteria. The conclusion showed formative and summative committees contributed to the development of the necessary criteria and components for a selfawareness model later endorsed by the Alderson-Broaddus nursing department curriculum committee. Recommendations included field testing of both the STEDFAST Model and selfawareness enhancing teaching/learning methods with psychiatric nursing students in skills laboratory and clinical settings. countertransference, curriculum development, formative evaluation, empathy, psychiatric clients, psychiatric nursing, self-awareness, self-awareness development model, STEDFAST Self-Awareness Development Model, summative evaluation, teaching and learning methods, nursing education, nursing students, clinical settings, skills laboratory, model development, problem-solving methodology, research methodology, validation criteria, unresolved conflict
Abstract
Nursing students are deficit in self-awareness, a problem that impairs effectiveness in psychiatric nursing. Without self-awareness, the student's unresolved conflict causes countertransference which interferes with empathy. The purpose of this research project was to develop a model for nursing students to use as a structure for addressing and developing selfawareness when working with psychiatric clients. Two research questions for this study related to development and implementation of the of the self-awareness model The questions were: (A.) What are appropriate and valid criteria for a model to help the learner develop selfawareness? (B.) What are the appropriate and valid approaches to facilitate self-awareness?
A development problem solving methodology was employed using several procedures. Drawing from a review of literature, definitions of term, and self-awareness enhancing teaching/learning methods were elicited. A formative committee created evaluation criteria and critiqued the development of the inodel through the various required stages. A summative committee validated the criteria and until consensus was reached, modified both the model and the operational steps showing the interrelationship of concepts. The committees also endorsed approaches to facilitate self-awareness.
The results revealed a STEDFAST Self-Awareness Development Model that met the standard of valid and appropriate criteria. The conclusion showed formative and summative committees contributed to the development of the necessary criteria and components for a selfawareness model later endorsed by the Alderson-Broaddus nursing department curriculum committee. Recommendations included field testing of both the STEDFAST Model and selfawareness enhancing teaching/learning methods with psychiatric nursing students in skills laboratory and clinical settings.