This descriptive-survey study focused on student-identified characteristics of self-concept/self-esteem with relevance to curriculum development and the practice of nursing.

The central questions were: (1) To determine how nursing students feel about themselves at the beginning of their program. (2) How graduating nursing students feel about themselves at the completion of their Baccalaureate Nursing Program with relationship to nursing curriculum development and to nursing practice.

Related questions: (1) Whether or not a change in self-concept/self-esteem of participants took place over the two-year, upper-division nursing program. (2) Whether or not participants would identify characteristics reflecting an increase in self-concept/self-esteem at the completion of their program compared with identified characteristics at the beginning.

Data were collected from students by interview at the beginning of the program, asking students how they felt about themselves as student nurses and what they would have liked to change about anything in the past. At the program completion, students were asked how they felt about themselves as graduating nurses and what whey would have liked to change about anything in the past.

At the program completion, students were given a questionnaire to help evaluate student-identified perceptions of the Profession, Program, Self, Perceived Influences, Personal Related Experiences and Future Anticipations.

The study was limited to the Graduating Class of 1983, including thirty-two generic students and seven registered nurses who had returned to complete their baccalaureate degree.

Data relating to Program and Self were emphasized, evaluating student responses as positive or negative and assigning a value for computer analysis. Key words and phrases were categorized for response frequency.

Data analysis showed a slight positive increase of student responses regarding program; a larger margin of increase of student responses related to self.

Questionnaire data indicated the program improved students self-confidence; clinical experience increased self-esteem; self-concept increased with increased nursing responsibilities; and increased self-esteem improved the quality of nursing care.

A majority indicated there should be more clinical experience in the Nursing Program, and there should be more student-school interaction during the Freshman-Sophomore years.