NURSING PROGRAM SUCCESS, PERSONALITY AND LEARNING STYLE.
Contributors: University of Minnesota.
Published: 1995
Number of pages: 119
Subjects: Psychology, Personality.; Health Sciences, Nursing.; Education, Higher.
Description: This study examined the determinants of success in nursing education with a particular focus on personality characteristics and learning style. Specifically the study examined the relationships between psychological type, learning style, gender, cultural conditioning (status as a Native American), and program success as measured by completion of a baccalaureate nursing program. Personality and learning style were assessed using the Personality Style Inventory, a form based on the Myers-Briggs Type Indicator (MBTI). Other control variables that included high school GPA, ACT score, required pre-requisite science courses grades, cumulative GPA upon admission to the division, and socioeconomic status as defined by ability to qualify for PELL grants were also collected on the sample population.

The sample population for this study consisted of 140 junior and senior baccalaureate degree nursing students and a random sample of 129 non-nursing majors selected for comparison of personality profiles of nursing and non-nursing majors. The sample population included 12 Native American students.

Descriptive statistics were rendered for all relevant variables and several correlations and regressions were conducted to examine the relationships. The nursing students that completed the program had significantly higher scores in Sensing and Judging, and were represented by the types Extroversion, Sensing, Feeling and Judging. Male students who did not complete the program scored significantly lower in the Perceiving function and all students who completed programs, regardless of race or gender, were more likely to prefer a Sensing (concrete) learning style. Variables that correlated positively with completion of the nursing program and were statistically significant included ACT 3 and 4, psychology courses composite GPA, sociology course GPA, organic chemistry GPA, sophomore nursing courses GPA, the Sensing function, and the Introverted-sensing learning style. Being conditionally accepted was negatively correlated with completion of the nursing program and was statistically significant as was the personality style, Intuition, and the Extroverted-intuitive learning style. Several recommendations from these findings are given for policy and practice.
Notes: Source: Dissertation Abstracts International, Volume: 56-03, Section: B, page: 1733.

Thesis (PH.D.)--UNIVERSITY OF MINNESOTA, 1995.

School code: 0130.