Date of Completion

2025

Document Type

Thesis

Degree Name

Bachelor of Science in Nursing

Keywords

Self-awareness, clinical competence, psychiatric nursing

Abstract

This study explored the perceived effectiveness of a self-awareness activity in enhancing the clinical competence of BSN students in psychiatric nursing. Despite its inclusion in the curriculum, limited research exists on the direct impact of this approach on students’ emotional resilience and professional growth prior to exposure to mentally demanding environments. Grounded in Hildegard Peplau’s Interpersonal Relations Theory and Betty Neuman’s System Model, the study examined differences in perceived effectiveness based on sex and personality traits. A descriptive-analytical quantitative research design was utilized. A self-made questionnaire was distributed online to 180 fourth year BSN students (A.Y. 2024–2025) using a non-probability purposive sampling technique. The sample was predominantly female (78.33%) and ambivert (53.89%). Introverts and extroverts made up 34.44% and 11.67% respectively. The 20-item evaluation yielded a high overall mean score of 3.51 (SD = 0.50), interpreted as “Strongly Agree,” indicating that the self-awareness activity was perceived as highly effective in improving clinical competence. Statistical analyses showed no significant differences based on sex (p = 0.3905) or personality traits (p = 0.0591), reflecting consistent perceptions across demographic groups. The self awareness activity was perceived as effective by all participants, regardless of sex or personality type. It was found to enhance emotional regulation, therapeutic communication, and empathy, key competencies in psychiatric nursing. These findings support the integration of structured self-awareness activities as preparatory tools in psychiatric nursing education due to their broad applicability and value in clinical readiness.

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