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THE PERSONALITY TYPES AFFECTING THE PERFORMANCE OF BSN-2
STUDENTS SY 2007-2008 2ND SEMESTER
AT THE CLINICAL AREA
________________
A Thesis Presented to the Faculty of the Nursing Department
San Pedro College, Davao City
_______________
In Partial Fulfillment of the Requirements for the Degree of
BACHELOR OF SCIENCE IN NURSING
by: Erika May Bohol Ceryll Hope Pizaña Sheryl Corpuz Kristee Jane Rivera Kathleene Deboma Noeme Anne Umpa Carlo Peli
October 2008
SAN PEDRO COLLEGE12 C. de Guzman Street, Davao City
Philippines
APPROVAL SHEET
In partial fulfillment of the requirements for the degree of Bachelor of Science in Nursing this THESIS entitled:
THE PERSONALITY TYPES AFFECTING THE PERFORMANCE OF SELECTED BSN-2 STUDENTS SY 2007-2008 2ND SEMESTER AT THE CLINICAL
AREA
has been prepared and submitted by Erika May U. Bohol, Sheryl E. Corpuz, Kathleene S. Deboma, Carlo V. Peli, Ceryll Hope E. Pizaña, Kristee Jane C. Rivera, Noeme Anne P. Umpa who are recommended for the corresponding ORAL EXAMINATION.
_________________________ MARLEONIE BAUYOT, PhD
Adviser
APPROVED in partial fulfillment of the requirements foe the degree of
Bachelor of Science in Nursing
by the Oral Examination Committee:
___________________________ __________________________ VICTOR C. BONGAR, PhD CECILE PASINO, PhD
Panel Panel
___________________________ __________________________JEANNIE BIBEREA, RN, MSN MARLEONIE BAUYOT, PhD Dean of Nursing Research Instructor
ACCEPTED in partial fulfillment of the requirements for the degree of
Bachelor of Science in Nursing
_____________________________MA. MINDA LACUESTA, MACT
Dean of College______________ October 2008
Personality Types iii
ACKNOWLEDGEMENT
The group would like to extend our heartfelt gratitude to the following that helped
us a lot in making this thesis
First, is to God Almighty who gives us strength, unconditional blessing, and
guidance throughout our life’s journey;
To our dearest Research Instructor Mr. Marleonie Bauyot, PhD who shared to us
his knowledge and precious time in educating us in making this thesis;
Cecile Clavinda Pasino, PhD and Victor Bongar, PhD, for their guidance and
assistance so that this thesis be made possible.;
To the Dean of College, Ma. Minda Lacuesta, MACT, for allowing us to
accomplish our study within the school premises;
To the Dean of Nursing, Jeannie Bibera, RN, MSN for allowing us to conduct this
research study;
To the level III Coordinators, Loyalda Lazarraga RN, MAN and Leah Zamora,
RN, MAED, MN for giving us permission to allow us to have the 3rd year student nurses
be our respondents in accomplishing the said research paper;
To Fe R. Solera, MSGC and Sarah Bernadette Baleña, RN, MAN for validating
our questionnaires and for making any necessary changes for the improvement of this
study;
To the respondents, who gave their time and support in making significance
towards this research paper;
Personality Types iv
To our beloved parents, classmates, and friends who give unconditional support and
helped us throughout the making of the study; for inspiring us in pursuing our career path
and encouraging us to aim high;
Finally, to those names not mentioned but in one way or another have helped the
group researchers to finish this thesis on time, our heartfelt and sincerest thanks to all.
The Researcher
Personality Types v
Abstract
This study is designed to determine the level of performance of personality type A and
type B of Bachelor of Science in Nursing 2nd year students (SY’ 2007-2008), who have
undergone the NCM-RLE 101 in terms of their grade in the Pre-clinical rotation.
Moreover, the significant difference on the NCM-RLE 101 grade when grouped
according to personality type was determined. This study was conducted in San Pedro
College which is located at 12 C. de Guzman Street, Davao City. The methods utilized in
gathering data were questionnaires which undergone confirmation and validation by the
Guidance Counselor of the school. Quota Sampling was used to determine what
personality type really affects their performances. The statistical tools that were used in
this study were the mean, standard deviation, and t-test for uncorrelated samples to
ensure the adequacy of the data to be presented. Based on the findings of the study, it
revealed that there was a significant difference in the personality types affecting the
performance of selected Bachelor of Science in Nursing 2nd year level students School
Year 2007-2008 second semester at the clinical area. The result of the study shows that
respondents who have type B personality mostly affect their performance at the clinical
area.
Personality Types vi
Table of Contents
Page
TITLE PAGE ………………………………………………………………..i APPROVAL SHEET ……………………………………………………….ii
ACKNOWLEDGEMENTS ……………………………………………......iiiABSTRACT ……….………………………………………………………..vLIST OF TABLES ………………………………………………..………viiiLIST OF FIGURES …………………………………….…………………..ix
CHAPTER I INTRODUCTION Review of Literature ………………………….…2
Theoretical/Conceptual Framework .....………....5 Statement of the Problem ...……………………..6 Hypothesis……………………………………….7
CHAPTER II METHOD Design …………………………...……..………..8 Setting ………………………………….………..8 Participants ………………………………………9 Measures ………………………………………...9 Procedure ……………………………………….12
CHAPTER III RESULTS …………………………………..………….13
CHAPTER IV DISCUSSION…………………………………………..17
REFERENCES ……………………………………………………………...20
APPENDICES
A Letter to the Dean of College …………………………21
B Letter to the Dean of Nursing ………………..……….22
C Letter to the 3rd year Level Chairman ………………..23
D Letter to the Respondents ……………………………24
E Instrument .…………………………………………...25
Personality Types vii
CURRICULUM VITAE …………………………………………..…………27
Personality Types viii
LIST OF TABLES
Tables Page
1 Number of Questions per Criteria under
Personality Test ……………………………………………………….........9
2 Range in determining the type of Personality of the student ……………...10
3 Range of the NCM-RLE 101 grade to determine the
level of performance of the students ………………………………………11
4 Scoring Table for the Research Tool ………………………………………11
5 Personality Test:
Mean Scores for Each Indicator for type A personality …………………...13
6 Personality Test:
Mean Scores for Each Indicator for type B personality…………………….14
7 Level of performance of students with personality type A
in terms of their grades in NCM-RLE 101 …………………………………14
8 Level of performance of students with personality type B
in terms of their grades in NCM-RLE 101 …………………………………15
9 Mean and Standard Deviation of
the NCM-RLE 101 Grades of Personality Type A and Type B ……………16
10 Difference in the level of performance in terms of NCM-RLE 101
grade when grouped according to personality type …………………………16
Personality Types ix
LIST OF FIGURES
Figure Page
1 Conceptual Framework: The level of
performance of personality type A and type B
in terms of their grade in NCM-RLE 101 ………………………..6
CHAPTER I
INTRODUCTION
Personality is a dynamic and organized set of characteristics possessed by a
person that uniquely influences his or her cognitions, motivations, and behaviors in
various situations (Passer, 2004). Indeed this is true, all people has their own uniqueness
within them. Personality types can be distinguished from personality traits, which come
in different levels or degrees.Our personality varies from one another and these
personalities affect our performances in different ways especially if your profession deals
with other people at all times like in the course of Nursing.
A nurse is responsible along with other health care professionals for the treatment,
safety, and recovery of acutely or chronically ill/injured people, health maintenance of
the healthy, and treatment of life-threatening emergencies in a wide range of health care
settings. Nurses may also be involved in medical and nursing research and perform a
wide range of non-clinical functions necessary to the delivery of health care.
Nurses are somewhat described as angels for their clean and white attire, also with those
innocent looks, you really can’t help but like and trust them so much. But being a nurse is
not just all about the looks. A true nurse is being measured through his/her skill,
knowledge, and attitude. Nurses are expected to be versatile because they are well trained
and exposed to different areas wherein it could only be within the clinical field or outside
areas. However, not all nurses or even student nurses are the same; they have different
Personality Types 2
qualities which made each one of them unique. These personalities have particular
corresponding behavior which it would respond properly.
At hospitals and even community settings, nurses vary from the other. One may
be knowledgeable and skillful but lacks appropriate attitude on how to deal with their
clients. Since this chosen course entails a patient- nurse relationship, the student must
adapt accordingly. Inculcated knowledge or applied skills that they have acquired as not
enough for them to have an acceptable performance. But the main issue here is what
particular personality that student nurses must show? Are those smart, highly
competitive, hostile and aggressive performing better? How about those relaxed, easy-
going, and patient? Which side would be most likely to be effective when it comes to
caring or nursing others?
And so this research seeks to find the exact personality that nurses, most
especially the future nurses must render to their patients or clients. This study about the
personality types & the effects will be able to supplement the researchers. Also, this
research would like to determine if the personality of the student nurse that would affect
their level of performance since we used the respondent’s NCM-RLE 101 grade as one of
the variable to know if there is really a significant difference in their performance at the
clinical area.
Review of Literature
Personality is everything, both physical and psychological; it includes both overt
behaviors and covert thoughts, it not only is something, but it does something.
Personality Types 3
Personality is both substance and change, both product and process, both structure and
growth. (J. & G. Feist, 2002)
We frequently use the word personality when describing others, and ourselves and
we all believe we know what it means. Perhaps we do, one psychologist suggested that
we can get a good idea of its meaning if we examine what we intend when we use the
word I. When you say I, you are in effect, summing up everything about yourself- your
likes and dislikes, fears and virtues, strengths and weaknesses. The word “I” what defines
you as an individual, as a person separate from all others (Chesney et al., 1997).
Several theories have explained the process determining formation of human
personality. Freudian, Ericksonian, and Sullivinian theories of personality development
generally emphasize the importance of nurturance, whereas biogenetic hypotheses and
theories emphasize the importance of gene transmission in the formation of personality.
Social learning and cognitive-behavioral theorists assert that personality characteristics
are acquired through the interaction of various cognitive processes with the environment.
(Johnson, 1994)
Type A and Type B Personalities
A behavior pattern or personality style that has received a great deal of attention is
the Type A pattern. Over the years physicians had noticed that heart attack victims tend
to be hostile, aggressive, impatient individuals who were over involved in their work. In
the 1950’s, two cardiologists defined a set of behavior that seemed to characterize
Personality Types 4
patients with coronary heart disease; these were labeled the Type A pattern (Atkinson et
al., 2000). People who exhibit this behavior pattern are extremely competitive and
achievement oriented; they have a sense of time urgency, find it difficult to relax, and
become impatient and angry when confronted with delays or with people whom they
view as incompetent. Although outwardly self-confident, they are prey to constant
feelings of self-doubt; they push themselves to accomplish more & more in less & less
time. Type B people don’t exhibit the characteristics of Type A. They are able to relax
without feeling guilty and to work without becoming agitated; they lack a sense of time
urgency, with its accompanying impatience, and are not easily roused to anger (Atkinson
et al., 2000)
Type A’s seem to chafe at the normal pace of events. They hurry from one
activity to another, racing the clock in self-imposed urgency. As they do, they feel a
constant sense of frustration and anger (Miller et al., 1996).
Type A behavior, the pattern associated with the potential for heart disease, has
been distinguished from Type B behavior by expressions of disgust, glaring, grimacing,
and scowling (Chesney et al., 1997).
According to Adler, first-borns are concerned with power and authority. One way
for first-borns should score high on measures of achievement; an idea has received much
research. In many areas, from college attendance to high-level meeting, first-borns have
been found to be over-represented relative to their proportion of the population. More
first-borns become eminent, and they tend to attain greater intellectual achievement in
academic settings and greater power prestige in their career. Evidence also suggest that
Personality Types 5
first-borns and only-born exhibit some of the Type A personality, a pattern associated
with heart disease (Passer, 2004).
Theoretical/Conceptual Framework
This researcher identified two different personalities that would qualify either in
type A or type B. Furthermore, it was contemplated that both traits make the individual
wise and cautious in clinical performances.
These theories was supported by Dr. Meyer Friedman developed with colleague
R.H. Rosenman that the theory Type A personality, also known as the Type A Behavior
Pattern, is a set of characteristics that includes being impatient, excessively time-
conscious, insecure about one's status, highly competitive, hostile and aggressive, and
incapable of relaxation. Type A individuals are often high-achieving workaholics who
multi-task, drive themselves with deadlines, and are unhappy about the smallest of
delays. On the other hand, Type B personality is more likely than a Type A personality to
be patient, relaxed, creative and imaginative, easy-going, also inclined to self-analyze.
Type A personalities may be highly intellectual or serious about almost everything but it
doesn’t mean that people with the type A personality are incapable of showing love,
affection or other types of non-pessimistic behavior. There is also a Type AB mixed
profile for people who cannot be clearly categorized and have a combination of both
types of personality. In addition, Type A personalities are somewhat very aggressive and
are very focused in finishing every job or task, which made them achievers and movers.
Personality Types 6
Finally, Jean Schweer mentioned that not only the patient’s well-being but also
the evaluation of the student was also measured on knowledge, skill and performance.
Additional, nursing students were evaluated based on their knowledge and understanding,
technical competence and attitudes during clinical exposure.
Independent Variable Dependent Variable
Figure 1. Conceptual Framework: The level of performance of personality type A and
type B of Bachelor of Science in Nursing 2nd year students (SY’ 2007-2008), who have
undergone the NCM-RLE 101 in terms of their grade in the Pre-clinical rotation.
The researchers conceptually illustrated the relationship between the variables of
the study. The level of performance of personality type A and type B of Bachelor of
Science in Nursing 2nd year students (SY’ 2007-2008), who have undergone the NCM-
RLE 101 in terms of their grade in the Pre-clinical rotation.
Statement of the Problem
This study aimed to determine the personality types affecting the performance of
the Bachelor of Science in Nursing from level III (former BSN 2 students of School Year
Personality types:
TYPE A
TYPE B
The level of performance of students of the BSN 2 students in terms of:
a. the grades in NCM-RLE 101
Personality Types 7
2007-2008) during their clinical performance. Since BSN 2 students are new to the
clinical set up; this research has chosen them as subject. The personality type of each
student varies on how they manage their task during their first exposure in the clinical
area.
Specifically, this study sought to answer the following questions:
1. What is the level of performance of students with personality type A in terms
of:
a. the grades in NCM-RLE 101?
2. What is the level of performance of students with personality type B in terms
of:
a. the grades in NCM-RLE 101?
3. Is there a significant difference in the level of performance in terms of NCM-
RLE 101 grade when grouped according to personality type?
Hypothesis
H1 There is a significant difference in the level of performance in terms of
NCM-RLE 101 when grouped according to personality
CHAPTER II
METHOD
This chapter discusses the methods utilized by the researcher in data gathering.
Descriptions on the research setting, the participants, measures, and procedures used are
also included
Design
This study aimed to determine the difference between the level of performance of
personality type A and type B of Bachelor of Science in Nursing 2nd year students (SY’
2007-2008), who have undergone the NCM-RLE 101 in terms of their grade in the Pre-
clinical rotation, thus, the Descriptive – Comparative design was utilized since this
method is used when 2 or more groups are examined to describe the difference in the
variable that occurs naturally in the setting.
Setting
This study was conducted in San Pedro College which is located at 12 C. de
Guzman Street, Davao City.
Personality Types 9
This college is one of the most recognized schools in Davao City. It is a catholic
institution of learning dedicated to Christian education of the people of Davao and its
neighboring regions. It is managed by a religious congregation known as the Dominican
isters of the Trinity. It has curricular offering of collegiate courses and majority of the
school’s population is the Bachelor of Science in Nursing.
Participants
The subjects of the study were from the Bachelor of Science in Nursing 3rd yr.
students (SY’ 2008-2009), who have undergone the NCM-RLE 101 Pre-Clinical
Rotation, as the target population. The Quota Sampling was utilized, to come up with a
50 type A personality and type B personality to represent the total population of the 3rd
year students who undergone pre-clinical concept. These 100 students randomly came
from the selected sections that have finished the pre-clinical Concept whose grades have
been forwarded to the 3rd year level chair.
Measures
The researchers utilized the questionnaire as the instrument in gathering data. The
questionnaire was a researcher-made which was derived according to the personality test
to categorize the respondent as either type A or type B personality.
Personality Types 10
Table 1
Number of Questions per Criteria under Personality Test.Indicators for the Personality Test Number of Items
Time Management 7
Achievement Oriented 7
Emotional Reaction 6
Total 20
The instrument underwent several reviews and validation by the school’s
guidance counselor. The researchers had come up with a rating scale in order to guide
the respondents in answering the questionnaire. The ratings were described as follows: 1
= never, 2 = sometimes, 3 = always.
The researchers have categorized the respondents’ results according to the range
that was researcher-made.
Table 2
Range in determining the type of personality of a studentRange Description
41 – 60
Type A:
Impatient, excessively time-conscious, insecure about one's status,
highly competitive, hostile and aggressive, and incapable of
relaxation
Personality Types 11
20 – 40
Type B:
Patient, relaxed, and easy-going, more creative and imaginative,
inclined to self-analyze and evasive of stressful situations, and bad
at coping
This questionnaire was answered by putting a check on the respondent’s choice
according to the question being asked. Prior to the distribution of the said questionnaire, a
letter of request was given to provide for ethical consideration. Furthermore, the names of
the resspondents were kept confidential. The personality types of the respondents were
compared to their NCM-RLE 101 grades to determine if there are any significant
difference.
Table 3
Range of the NCM-RLE 101 grade to determine the level of performance of the studentsRange Description
100 – 90 Excellent
89 – 85 Very Good
84 – 80 Good
79 – 75 Fair
74 – 70 Poor
Personality Types 12Table 4
Scoring Table for the Research ToolRating Criteria with 6
items
Criteria with 7
items
Criteria with 20
items
Poor 1.00 – 1.20 1.00 – 1.40 1.00 – 4.00
Fair 1.21 – 2.40 1.41 – 2.80 4.10 – 8.00
Good 2.41 – 3.50 2.81 – 4.20 8.10 – 12.00
Very Good 3.51 – 4.80 4.21 – 5.60 12.10 – 16.00
Excellent 4.81 – 6.00 5.61 – 7.00 16.10 – 20.00
Procedure
The introductory was first made wherein information related to our study was
obtained. The necessary data were made and gathered to support the study. The
researcher submitted a letter of permission to the Dean of Nursing, Dean of College and
to the Level 3 Coordinators to allow us to gather data from the respondents who are the
selected BSN-3 students of San Pedro College. The questionnaire was prepared,
improved, validated and revised for the classification of our respondents. After the
sampling was done and verified, the questionnaires were released to the selected BSN-3
students. After the questionnaire was released to the respondents, it was again gathered
for its results. The gathered information was tallied, computed, analyzed and interpreted.
After attaining the results, conclusions were made.
CHAPTER III
RESULTS
In this chapter are the results of the data collected on the level of performance of
personality type A and type B of Bachelor of Science in Nursing 2nd year students (SY’
2007-2008), who have undergone the NCM-RLE 101 in terms of their grade in the Pre-
clinical rotation.
Table 5
Personality Test: Mean Scores for Each Indicator for type A personality.Indicators Mean Description
Time Management 2.23 Fair
Achievement Oriented 2.21 Fair
Emotional Reaction 2.27 Fair
Grand Mean 2.23 Poor
Table 5 shows the result personality test of the type A personality revealed these mean
results under each of the following indicators: time management (2.23), achievement
oriented (2.21), and emotional reaction (2.27). Having a grand mean of 2.23, all three
indicators have a description of fair.
Personality Types 14
Table 6
Personality Test: Mean Scores for Each Indicator for type B personality.Indicators Mean Description
Time Management 1.86 Fair
Achievement Oriented 1.85 Fair
Emotional Reaction 1.78 Fair
Grand Mean 1.83 Poor
The students with type B personality revealed in the table 6 has these mean results
under of the following indicators: time management (1.86), achievement oriented (1.85),
and emotional reaction (1.78). Having a grand mean of 1.83, all three indicators have a
description of fair.
Table 7
Level of performance of students with personality type A in terms of their grades in NCM-RLE 101.
Range Frequency Percentage Description
100 – 90 0 0 Excellent
89 – 85 16 32% Very Good
84 – 80 34 68% Good
79 – 75 0 0 Fair
74 – 70 0 0 Poor
Total 50 100%
Personality Types 15
The level of performance of students with personality type A in terms of their
grades in NCM-RLE 101 is presented at Table 7. This indicates that from a total of 50
type A respondents, 16 or 32% has a grade ranging from 85 – 89 while the remaining 34
or 68% has a grade ranging from 80 – 84.
Table 7
Level of performance of students with personality type B in terms their grades in NCM-RLE 101.
Range Frequency Percentage Description
100 – 90 1 2% Excellent
89 – 85 20 40% Very Good
84 – 80 29 58% Good
79 – 75 0 0% Fair
74 – 70 0 0% Poor
Total 50 100%
From a total of 50 type B respondents, 1 or 2% has a grade that ranges from 90 –
100, 20 or 40% has a grade that ranges from 85 – 89 and the remaining 29 or 58% has a
grade that ranges from 80 – 84 (Table 7).
Personality Types 16
Table 8
Mean and Standard Deviation of the NCM-RLE 101 Grades of Personality Type A and Type B
Variable N Mean SDª Description
Personality
Types
Type A 50 83.02 2.27 Good
Type B 50 84.17 2.28 Good
ªStandard Deviation
Table 8 shows the mean and standard deviation of the NCM-RLE 101 grades of
personality type A and type B. Based on the data presented, the type A has a mean score
of 83.02 (good) while the type B has a mean score of 84.17 (good) for the level of
performance of the respondents in terms of their NCM-RLE 101 grade.
Table 9
Difference in the level of performance in terms of NCM-RLE 101 grade when grouped according to personality type
Variable p-value Decision Interpretation
Personality Types
Type A
Type B
0.013 Accept Ho NSa
a Not Significant
Using t-test, the p-value of 0.013, was less than the level of significance equal
to .05, therefore the null hypothesis was accepted. There was no significant difference in
the level of performance in terms of NCM-RLE 101 grade when grouped according to
personality type as shown in Table 9.
CHAPTER IV
DISCUSSION
In this chapter, the data are presented to answer the questions posed in this study.
The data gathered were used to categorize the respondents according to their type of
personality. Quota sampling was utilized to come up with the 50 type A and 50 type B
respondents. The grades of the respondents were formally requested to the level chair to
determine the level of performance of the two personalities.
The test results showed that type A personality has a slight higher mean than the
type B personality. This is in fact, one of the statement being supported by one of the
reference that we have obtained. As Atkinson et al. (2000), type A individuals will
perceive and experience more stress than type B individuals. Both personalities differ in
their manner on how they handle certain situation. Thus, this explains why type A
personalities has a slight elevated mean than the type B.
The level of performance of type A personality has a good interpretation in terms
of their NCM-RLE 101 grade. As being said, this type of personality competitive and
achievement oriented. As compared with the respondents who are type A, the students
give their best in performing well all their duties and responsibilities to attain a higher
grade.
As to type B personality, they also have a good level of performance on their
NCM-RLE 101 grade. Unlike the type A, this personality has a more relax manner in
Personality Types 18
performing their duty and responsibilities. As compared to the type A, their level of
performance is much higher. They don't push through with their limits and tends to
reflect within themselves.
Moreover, there is a no significant difference in the level of performance of type
A and type B personality. In nursing, a lot of factors are being considered in the level of
performance. Knowledge, skills and the most important is attitude in order to perform a
better responsibility.
This research stressed that personality types of each students are one of the
important matters that must be taken into consideration especially in their clinical
performance. Since this chosen course entails a patient- nurse relationship, the student
must adapt accordingly. Inculcated knowledge or applied skills that they have acquired as
not enough for them to have an acceptable performance. Furthermore, this study
contended on the quality of the clinical performance of the 3rd year BSN students who
were formerly exposed to the pre-clinical rotation.
This study is relevant to all those students who are either type A or type B
personality. This will become their medium for improvement or changes, thus, this can
help them adjust their personality traits as to guarantee that they can function well in the
clinical area and achieve self-actualization. Clinical Instructors may come up with better
ways of motivating and evaluating students with different personalities to achieve quality
and maximum performance, since they were responsible in inculcating knowledge and
check on the skills of their students. The Administrators of the Nursing department may
Personality Types 19
help in checking the way the Clinical Instructors handle their students and evaluate the
performance of not just the students but as well as the Clinical Instructors.
Personality Types 20
REFERENCES
Schultz, D. & Schultz S. (2001). Theories of Personality. (7th ed.). USA, Thomson Learning Inc.
Coon, D. (2003). Essentials with Psychology. (9th ed.). USA, Thomson Learning Inc.
Sevilla, C. (1997). General Psychology with Values, Development, Lessons. (3rd ed.). Sampaloc, Manila, Rex Bookstore, Inc.
Mohr, W. (2006). Psychiatric-Mental Health Nursing. (6th ed.). Philadelphia, Lippincott Williams & Wilkins.
Atkinson, R. et al. (2000). Hilgard’s Introduction to Psychology. (13th ed.) Philadelphia, Harcourt College Publishers.
Sevilla, C. (1992).Research Method. Quezon City, Rex Printing Company Inc. Polit, D. & Beck, C. (2004). Nursing Research Principles and Methods. (7th ed.) Philadelphia, Lippincott Williams & Wilkins
Ho, J. (1995)The Journal of Management Development. Vol.11 Iss.4. England, Bradford.
Evans, G. (1987)Journal of Personality and Social Psychology. Vol.52 Iss.5. Washington
Passer, M. (2004) Psychology the Science of Mind and Behavior. (2nded.). New York, McGrow Hill Company.
Personality Types 21
APPENDIX A
LETTER OF PERMISSION TO THE DEAN OF COLLEGE
October 8, 2008
Ma. Minda Lacuesta, MACTDean Of CollegeSan Pedro CollegeDavao City
Dear Ma’am:
The BSN 4J students are pleased to inform you that we will be conducting a
research study entitled “The Personality types affecting the performance of selected BSN
2 students SY 2007-2008 2nd semester at the clinical area”. For the success of this study,
we would like to ask for permission to allow us to accomplish the said study to the
selected BSN 3 students in this institution.
We are hoping for that this concern will warrant your approval.
Respectfully yours, Noted By:
(Sgd)Erika May Bohol (Sgd)Marleonie Bauyot, Ph.DResearch Instructor
(Sgd)Sheryl CorpuzApproved By:
(Sgd)Kathleene Deboma
(Sgd)Carlo Peli (Sgd)Ma. Minda Lacuesta, MACTDean of Nursing
(Sgd)Ceryll Hope Pizaña
(Sgd)Kristee Jane Rivera
(Sgd)Noeme Anne Umpa
Personality Types 22
APPENDIX B
LETTER OF PERMISSION TO THE DEAN OF NURSING
October 8, 2008
Jeannie H. Bibera, RN, MSNDean Of NursingSan Pedro CollegeDavao City
Dear Ma’am:
The BSN 4J students are pleased to inform you that we will be conducting a
research study entitled “The Personality types affecting the performance of selected BSN
2 students SY 2007-2008 2nd semester at the clinical area”. For the success of this study,
we would like to ask for permission to allow us to accomplish the said study to the
selected BSN 3 students in this institution.
We are hoping for that this concern will warrant your approval.
Respectfully yours, Noted By:
(Sgd)Erika May Bohol (Sgd)Marleonie Bauyot, Ph.DResearch Instructor
(Sgd)Sheryl Corpuz Approved By:
(Sgd)Kathleene Deboma
(Sgd)Carlo Peli (Sgd)Jeannie H. Bibera, RN, MSNDean of Nursing
(Sgd)Ceryll Hope Pizaña
(Sgd)Kristee Jane Rivera
(Sgd)Noeme Anne Umpa
Personality Types 23
APPENDIX C
LETTER OF PERMISSION TO THE LEVEL III COORDINATOR
October 8, 2008
Loyalda Lazarraga, RN, MANLevel III CoordinatorSan Pedro CollegeDavao City
Dear Ma’am:
The BSN 4J students are pleased to inform you that we will be conducting a
research study entitled “The Personality types affecting the performance of selected BSN
2 students SY 2007-2008 2nd semester at the clinical area”. For the success of this study,
we would like to ask for permission to allow us to accomplish the said study to the
selected BSN 3 students in this institution.
We are hoping for that this concern will warrant your approval.
Respectfully yours, Noted By:
(Sgd)Erika May Bohol (Sgd)Marleonie Bauyot, Ph.DResearch Instructor
(Sgd)Sheryl Corpuz Approved By:
(Sgd)Kathleene Deboma
(Sgd)Carlo Peli (Sgd)Loyalda Lazarraga, RN, MANLevel III Coordinator
(Sgd)Ceryll Hope Pizaña
(Sgd)Kristee Jane Rivera
(Sgd)Noeme Anne Umpa
Personality Types 24
APPENDIX D
LETTER TO THE RESPONDENTS
Dear respondents,
Greetings!
We the The BSN 4J researchers are planning to conduct a study entitled “The
Personality types affecting the performance of selected BSN 2 students SY 2007-2008 2nd
semester at the clinical area”. We are hoping that you would cooperate to our study as
being one of our respondents. Rest assured that your respond will be highly kept as
confidential.
We are hoping for your kind consideration and cooperation. Thank you.
Respectfully yours, Noted By:
(Sgd)Erika May Bohol (Sgd)Marleonie Bauyot, Ph.DResearch Instructor
(Sgd)Sheryl Corpuz Approved By:
(Sgd)Kathleene Deboma
(Sgd)Carlo Peli (Sgd)Jeannie H. Bibera, RN, MSNDean of Nursing
(Sgd)Ceryll Hope Pizaña
(Sgd)Kristee Jane Rivera
(Sgd)Noeme Anne Umpa ________________________________________________________________________
Reply slip I will participate in this study. I will not participate in this study.
Reason: _______________________________________________________________Signature over printed name
Personality Types 25
APPENDIX E
Personality Type
Questionnaire
Name: ____________________________________Age: ______ Sex(M/F):____
Ward: ________________Clinical Instructor: ________________ Grade:______
Instruction: Please mark ( ∕ ) the following spaces provided with which you experience
the following situations. An honest evaluation of yourself will help you better understand
some factors that contribute to self-realization.
Rating Scale:
Interpretation Description3 Always Experience or do all the time2 Sometimes Occasionally or every now and then1 Never Have not experienced to do such act
A. Time Management1. I finish my seatwork before any of my classmates does.2. Every minute is important, so I have a fix time when taking a bath, eating, brushing my teeth, etc.3. I could not wait for my boyfriend/girlfriend 30 minutes or more.4. I arrive early for class/meetings/appointments.5. I keep a daily schedule or calendar of plans.6. I think that hobbies such as basketball or surfing the net are just a waste of time.7. I finish and pass my tasks/requirements/assignments on time.
B. Achievement Oriented 1. I prefer to study rather than resting even though I’m so tired.2. When playing any game (sports, video games, etc.) it really is important for me to win.3. I immediately go to the library to research or to do my
assignments. Everything to make sure everything is done well.4. When I’m in a group situation (like completing a group project), I act as a group leader or take charge of 5. I choose to finish all my tasks before spending time with my friends or family.6. I check over the tasks of my classmate/co-worker/member.7. I’m a perfectionist.
C. Emotional Reaction 1. I’m anxious if I can’t study/review for a test or quiz ahead of time 2. I’ll be more pleased working alone with case studies or group requirements.3. I get upset every time I receive a failing remark. 4. I’m bothered if I can’t finish what I have planned for the day.5. I’m a frank person and I’m not afraid to tell you what I feel.6. I feel frustrated if someone is better than me in class.
CURRICULUM VITAE
PERSONAL DATA
Name : Erika May Bohol
Date of Birth : May 25, 1988
Gender : Female
Address : Hacienda Hgths, Old Drive Airport Sasa, Davao City
Civil Status : Single
Nationality : Filipino
Birth place : Davao City
Religion : Roman Catholic
Father : Ricardo G. Bohol
Mother : Ena U. Bohol
E-mail Address : [email protected]
EDUCATIONAL BACKGROUND
Pre-school : Dona Pilar Learning Center
Elementary : Stella Maris Academy of Davao
High School : Assumption College of Davao
College : San Pedro College
SCHOOL AFFILIATION
BSN FratSor member
PERSONAL DATA
Name : Sheryl E. Corpuz
Date of Birth : October 25, 1987
Gender : Female
Address :Block 7, Lot 18, Phase 1, Amethys Ext. Hillside Subdivision,
Bajada, Lanang, Davao City
Civil Status : Single
Nationality : Filipino
Birth place : Davao City
Religion : Crusaders of the Divine Church of Christ
Father : Placido V. Corpuz, Jr.
Mother : Carmelita E. Corpuz
E-mail Address : [email protected]
EDUCATIONAL BACKGROUND
Pre-school : Stella Maris Academy of Davao
Elementary : Stella Maris Academy of Davao (upto Grade IV)
Prof. Herman Gmeiner School, Holy Cross of Davao
High School : Holy Cross of Davao
College : San Pedro College
SCHOOL AFFILIATION
BSN FratSor member
PERSONAL DATA
Name : Kathleene Jane S. Deboma
Date of Birth : May 12, 1988
Gender : Female
Address : St. Gabriel Street, Peñafrancia Village, Malagapas, Cotabato City
Civil Status : Single
Nationality : Filipino
Birth place : Cotabato City
Religion : Roman Catholic
Father : Pablo M. Deboma, Jr.
Mother : Valentina S. Deboma
E-mail Address : [email protected]
EDUCATIONAL BACKGROUND
Pre-school : Notre Dame of Cathedral
Elementary : Notre Dame University Elementary Training Department
High School : Notre Dame RVM College of Cotabato
College : San Pedro College
SCHOOL AFFILIATION
BSN FratSor memberDomnet
PERSONAL DATA
Name : Ceryll Hope E. Pizana
Date of Birth : November 30, 1988
Gender : Female
Address : Dona Luisa Ph.1 248 Ruby St., Matina, Davao City
Civil Status : Single
Nationality : Filipino
Birth place : Tagum City
Religion : Roman Catholic
Father : Ciriaco P. Pizana
Mother : Concepcion E. Pizana
E-mail Address : [email protected]
EDUCATIONAL BACKGROUND
Pre-school : Davao Christian Learning Center
Elementary : Kapitan Tomas Moteverde Sr. Central Elementary School
High School : Holy Cross of Davao College
College : San Pedro College
SCHOOL AFFILIATION
BSN FratSor member
CES member
PERSONAL DATA
Name : Kristee Jane C. Rivera
Date of Birth : October 23, 1988
Gender : Female
Address : 55-5 Rizal Extension Davao City
Civil Status : Single
Nationality : Filipino
Birth place : Davao City
Religion : Roman Catholic
Father : Noel A. Rivera
Mother : Lucila C. Rivera
E-mail Address : [email protected]
EDUCATIONAL BACKGROUND
Pre-school : Brgy. 35-D Project Hope Learning Center
Elementary : Kapitan Tomas Monteverde Sr. Cental Elem. School
High School : Davao City National High School
College : San Pedro College
SCHOOL AFFILIATION
BSN FratSor member
PERSONAL DATA
Name : Noeme Anne P. Umpa
Date of Birth : November 14, 1988
Gender : Female
Address : Umpa Building Bonifacio Street, Tacurong City, Sultan Kudarat
Civil Status : Single
Nationality : Filipino
Birth place : Tacurong City
Religion : Roman Catholic
Father : Jimmy U. Umpa
Mother : Teresita P. Umpa
E-mail Address : [email protected]
EDUCATIONAL BACKGROUND
Pre-school : St. John Early Learning Center
Elementary : Notre Dame of Tacurong College Elementary Department
High School : Notre Dame of Tacurong for Girls
College : San Pedro College
SCHOOL AFFILIATION
BSN FratSor member