The Relationship Between Academic Achievement, Nursing Experience, Self Concept, And The Accuracy Of Nursing Student Self-Evaluation Of Clinical Performance

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Degree Name

Doctor of Philosophy (Ph.D.)


The major premise of this study was that accurate self-evaluation of clinical performance in the nursing student would directly enhance the development of self-direction as a professional. It was expected that knowledge of the relationships between professional experience, academic achievement, and self concept with accuracy of self-evaluation could be utilized in a structured manner to enrich self-direction. One hundred and three sophomore and senior baccalaureate nursing students provided the convenience sample. The Tennessee Self Concept Scale was administered and self-evaluation of clinical behavior was performed.Findings included no significant relationship between student self-evaluation and faculty evaluation of the student for the sophomore group but significant relationship for the seniors. The level of experience of students made no difference in accuracy of their self-evaluation. High academic achievers demonstrated significantly greater underestimation in self-evaluation. Students with optimal self concepts demonstrated higher academic achievement. The use of a performance diary as an instructional strategy to enhance accuracy of self-evaluation did not prove effective. Significant underestimation in self-evaluation, using faculty scores as the criterion measure, was found in both groups. Fifty-six and three tenths percent of the sample demonstrated suboptimal self concepts.Findings were shadowed by low reliability coefficients of the self-evaluation tools and limited practical usefulness of the senior self-evaluation tool.Extensive study of nursing students should be initiated to determine the self concept level present upon admission to the professional school and upon exit to examine the effect of the curriculum and the professional role on this construct. Additionally, study of nursing student groups should be made to investigate the presence of underestimation in self-evaluation and the implication of unrealistic view of the professional self.


Education, Curriculum and Instruction

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