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Personality Development during Nursing Education
Author(s) -
Larsson Gerry,
HallLord MarieLouise
Publication year - 1993
Publication title -
scandinavian journal of caring sciences
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.678
H-Index - 66
eISSN - 1471-6712
pISSN - 0283-9318
DOI - 10.1111/j.1471-6712.1993.tb00171.x
Subject(s) - personality , psychology , autonomy , trait , dominance (genetics) , anxiety , nurse education , perception , trait anxiety , nursing , clinical psychology , developmental psychology , medicine , social psychology , psychiatry , biochemistry , chemistry , neuroscience , political science , computer science , law , gene , programming language
The aim of the study was to explore personality development during nursing education. The sample consisted of 122 Swedish nursing students. Ninety‐three per cent of the students were female and the mean age at the beginning of the nursing education (which lasts for two years) was 27.6 years. Personality inventories were administered at the beginning and end of the education. The posteducation assessment rendered several statistically significant differences of means. Compared with the pre‐education assessment, the nursing students reported a more positive profession‐oriented self‐perception at the end of the education, a stronger ideal, real, and mirror identity, a reduced trait anxiety, stronger needs for achievement, exhibition, autonomy, dominance, and nurturance, and a weaker abasement need. The practical significance of the results was discussed.