Page 205 - Nursing: The Philosophy and Science of Caring

a d m i ni s t er ing s acr e d n u r s in g ac t s
of satisfaction. However, if one’s goal is outer-world achievement at
the expense of what is internally meaningful, there is dissonance and
a sense of meaninglessness related to our outer-world accomplish-
ments. Without an inner motivation for self-expression, the achieve-
ment need becomes distorted or misdirected, leading to dissatisfac-
tion, dissonance, even despair, in that there is no inner anchor for
assessing the meaning if motivated solely by external forces. There
is an innate motivation for behavioral competence, directionality, and
purposeful striving in one’s life. The need is guided by realistic expec-
tations congruent with one’s talents, gifts, and skills as well as level of
maturation and readiness.
Gratification of this need is related to independent, inner-directed
accomplishments and self-appraisal of those accomplishments, as well
as others’ appraisal of the accomplishments. It has been acknowl-
edged in the psychological literature that biological drive alone does
not explain motivation and sense of achievement. It is a subjective,
psychologically complex situation related to meaning, personal inter-
ests, life experiences, self-concept, aesthetic qualities, play, explora-
tion, and approaches to problem solving; a complex interconnection
between and among cognitive-affective-behavioral experiences as well
as environmental situations.
Controversy regarding gender difference continues regarding
achievement and its manifestation in men and women, boys and girls.
Historically, especially in Western mind-sets, women were expected to
achieve in artistic pursuits, social-community interactions and roles,
and more private, domestic pursuits; men were more active in busi-
ness, sports, and outer-world accomplishments. In contemporary
society there have been major changes in social-cultural, modern, and
postmodern views of gender expectations. Thus, there is room for
freedom of movement without differentiated, stereotyped mind-sets
and expectations for achievements by men and women.
Views regarding achievement continue to acknowledge the com-
plexity of interaction among competence and inner expectations; tal-
ents, skills, and values; and access to opportunities. Together these
forces, combined with social norms and existing structures such as
family, church, school, community groups, and organized units of

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