Final Thesis

Chapter I

Introduction

Nurses are somewhat described as angels for their clean and white attire from top to toe. Also with those innocent looks, you really can’t help but like and trust them so much. But being a nurse is not just about the looks. A true nurse is being measured through his/her knowledge, skills, and attitude. These aspects are very important in order to give the proper care and service to the patients. 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. As of now, we as student nurses are well exposed and trained to different areas, but not only, at the clinical area but also in our own homes, school, and community. However, we must admit that not all nurses or even student nurses are the same. We have different qualities which made us unique. These personalities have particular corresponding behavior which it would respond properly. One personality would never relate to all personalities. For instance, a jock would never hang-out with a nerd because they think nerds are weird. The example implies that human beings with most likely blend with those who have the same traits. But what would happen if you are placed in an area wherein you have to communicate and to understand every individual in the room? Just like nurses, not all have the same characteristics but still they’re able to handle all

these patients. So what really is the appropriate personality of a student nurse must observe in order to have better relationship with patients, as future nurses of our country? This study would most likely to know what personality should a student nurse have in order to build up a relationship with others. The researchers would like to know if the personality of the student nurse could affect their performance. Personality is essential to all human beings; therefore, this is vital in our line of profession for we would handle not only one patient for the rest of our vocation but there would be numerous of them in the future years.

Review of Literature

This chapter deals with literatures and studies that will help the researchers gain insights about the research problem. Various theories and different insights from the books are presented which are essential to the study.

Personality Theories

Chaplin and Krawiec grouped representative theories; the psychoanalytic by Sigmund Freud, Freud’s structure of personality center centers on the id, ego and super ego; the factorial by Raymond Cattel, defines personality as “that which permits a prediction of what a person will do in a given situation”. He believed that the trait approach is the most fruitful in describing personality. He

defined traits as “characterological or relatively permanent features of personality”; the individuality by Gordon Allport, defines personality as “the dynamic organization within the individual of those psychophysical systems (refers to habits, attitudes, and traits) that determine the individual of those behavior and thought. Allport recognized that both bodily and mental factors must be considered in the description and study of personality; the personalistic by Henry Murray, defines personality as the “governing organ of the body, an institution, which from birth to death, is ceaselessly engaged in transformative functional operations”. He emphasizes an physiological ground of personality (no brain, no personality); the self or ego-integrated as represented by Carl Rogers, the self, person-centered or ego-integrated theory which consist of positive selfregard which refers to attitudes of warmth, respect, liking and acceptance on the part of others toward the self and similar attitudes with regards to one’s own experience independent of social transactions with others; and the behavioristic by Burrhus F. Skinner, proposed his theory by describing rules or principles that govern the relationship between stimuli, responses and reinforcements (Fehr, 1983). He assumes that behavior is orderly and that our primary purpose is to control it. (Chaplin and Krawiec, 1979).

Type A and Type B Personalities

A couple of studies were made concerning Personality Type A and Type B. One of these researches were from two American cardiologist, Friedman and Rosenman, according to them Type A individuals will perceive and experience

more stress than Type B individuals. Type A individuals are those who are in a constant and urgent struggle to get a number of things done in the least amount of time, and tend to suffer from coronary heart disease and strokes. Type B individuals, on the other hand, have no driving urge or desire to succeed. Another research made by these two cardiologist was that they described Type A behavior as an action-emotion complex that can be observed in any person who is aggressively involved in a chronic, incessant struggle to achieve more and more in less and less time. In the present analysis, the prevalence and consequences of Type A behavior among nurses working in 8 hospitals in the greater Montreal area of Canada were examined. The prevalence of Type A behavior in a number of subgroups based on sociodemographic variables were examined. Age was the only sociodemographic variable significantly associated with Type A behavior. In terms of consequences, Type A nurses experienced significantly greater job stress, role ambiguity, conflict, overload, and turnover cognition than Type B nurses. Type A nurses showed significantly higher job involvement, effort at job and attendance than Type B nurses. Type A and Type B nurses did not differ significantly on organizational commitment, job satisfaction, and promotion expectations. (Ho, 1995)

Several studies investigating the effects of occupational stress on Type A and Type B personalities have relied on subjective measures of role overload. In an attempt to measure objectively the effects of role overload and underload, students were classified as Type A or B and given assignments with workload

conditions that were underloaded, baseline and overloaded. The results indicated that: 1. contrary to previous research, Type As did not perceive role underload or overload as more stressful than Type Bs, and 2. Type As were less likely than type Bs to feel that their workload was excessive. These findings may indicate that Type As gravitate toward jobs that put them in more stressful situations, and that, rather than being less able to handle stress than Type Bs, they actually seek out more overloaded job situations. (Froggatt, 1987)

Feelings-Nothing More than Feelings

“All the emotions have some influence on the way you think,” explains Mara Julius, Sc.D., a research scientist at the University of Michigan School of Public Health and a leading researcher on the physical and mental effects of anger. “Some-particularly negative emotions like anxiety, anger, or fear- can actually slow your abilities to rationalize, solve problems, and make decisions. That’s because it’s hard to concentrate when you’re feeling of rage or hostility, it overwhelms you. In some people, feeling rage will slow down some aspects of the thinking process. In others, it will completely stop it. You cannot separate your anger from thinking.” Not all emotions, however, are destined to rain on your parade. “There are a number of studies that suggest that when you’re feeling positive, you think more broadly, more creatively,” says Margaret S. Clark, Ph.D., a psychologist and researcher at Carnegie Mellon University in Pittsburgh. “You can see more ‘connections’ than you might normally see and make decisions

more quickly.” Why? Nobody has all the answers. “It could be because you’re feeling more confident in yourself and therefore your abilities,” says Dr. Clark. “Or it could be that you don’t want to spend as much time making decisions because you don’t want to ruin the good mood you’re in.” Not that it takes much to induce these positive feelings. In her tests, people reportedly felt happy after they were given a small bag of candy or a free sample of an item or were shown a short comedy film. “As a result, they gave more creative answers to word-association tests or other tasks,” she says. Everyone, in some way, has experienced both the positive and negative impact of mood over mind. Think for a moment (no emotion, please) about a time when some no-good blankety-blank cut in front of you in line, stole your parking space, or did some other dirty deed that got under your ski- and into your mind. You were mad. So mad, in fact, that you couldn’t even discuss what to make for dinner, let alone do your income tax return-which, of course, you didn’t. (And it’s a good thing, too, because you’d probably be in the auditor’s office right now.) Now think about a time when things were doing great. You were feeling on top of the world-strong, vital, and especially smart. And you acted that way. You felt smart, so you thought smart. Ideas seemed to follow more readily. Decisions were made faster, problems solved more easily. Life’s a little, or even bog, hassles rolled off you like water over a dam. (Julius, 1991)

Statement of the Problem

We conducted this study in order to investigate or differentiate different personality types of BSN 2 students during their clinical performance. Since BSN 2 students are first timers to be exposed in the clinical area and set up, we chose them as subject for this research. The personality type of each student varies on how they manage their task during their first exposure in the clinical area. Their knowledge, skills, and attitudes, as important aspects in the clinical area would also be tested and studied. Specifically, we seek to answer the following questions:

1. What personality would most likely affect the clinical performance of a student nurse? 2. To what extent does personality type affect the following:

a. Assessment b. Planning c. Implementation d. Evaluation e. Personal Attributes

Hypothesis

Operational

The personalities type A (type A- impatient, time conscious, insecure, highly competitive, hostile and aggressive, incapable of relaxation) and type B (type Bin contrast to type A, patient, relaxed and easygoing) of BSN 2 students affects their performance having with them their knowledge, skills and attitudes during their clinical exposure.

Null

There is no relation between the clinical performance and the personality type A and B of BSN 2 students having with them their knowledge, skills and attitudes. The personality of a student nurse does not affect their performance.

Theoretical Framework

In this study, the researchers identified two different personalities that would qualify either in type A or type B. Furthermore, it is contemplated that both traits make the individual wise and cautious in clinical performances.

These theories are being 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.

Finally, Jean Schweer mentions that not only the patient’s well-being but also the evaluation of the student is also measured on knowledge, skill and performance. Additional, nursing students are evaluated based on their knowledge and understanding, technical competence and attitudes during clinical exposure.

Conceptual Framework

Personality Types (x)

A

B Patient Time Conscious

Relaxed Highly Competitive

Easy Going Hostile

Knowledge Skills Attitudes Important Aspects:

Clinical Performance (y)

The diagram (above) shows that with regards to the three distinctive traits observed, each personality type belongs to one of these extremes. This is because of the individual differences which have been discerned at the length or the independent variable (x) which needs manipulation in order to determine the

quality of the clinical performance which is the dependent variable (y). the arrow shows that person A and person B are exposed to the clinical area bringing with them their distinctive traits, where their knowledge skills, and attitudes are tested, then the arrow would indicate their quality of clinical performance.

Significance Of The Study

Everything has a particular reason which makes it unique and definitely not useless. This study would practically without certain purposes. Therefore, the researchers have come up with the following importance of the study. The following are:

Global implications

Health is a global concern. Practically all aspects of life are affected by it and thus its maintenance is the primary aim of medical professionals all over the world. Since the quality of care will determine the outcome of a person’s health status, then this study will contribute in a small way by providing the world with health workers who are knowledgeable, skillful, and with wonderful personalities.

Hospital-attitudes

Since the subjects of the study are to work and learn in different hospitals and agencies associated with the college, they also benefit from the knowledge that they are provided with the student s who are competent and ones who they work with.

Nursing students

This study benefits most of all the Nursing students since they are the ones directly involved in this study. Specifically, it is they who make themselves whom they are supposed to be. The results of this study can help them to adjust their personality traits as to guarantee that they can function well in the clinical area and achieve self-actualization.

The researchers

Finally, the knowledge that they have accomplished something and that their curiosity have been satisfied or irked further is its own reward.

Chapter II

Method

Design

In this study we used descriptive and non experimental in gathering perception of Type A and Type B personalities among BSN 2 students. To determine the Type A and Type B personalities of BSN 2 students affecting their clinical performances during sy 2007-2008 (2nd semester) we used statistical analysis.

Setting The researchers decided to do the study at San Pedro College, C. De Guzman st. Davao city. The college is convenient and accessible for the researchers because participants of the study are at San Pedro College.

Participants

The respondent of this study are two selected sections from BSN 2 students sy 2007-2008 (2nd semester), who were already exposed in the clinical area. Each student is given a questionnaire in order to find out their different personality types.

Measures

In order to measure the needed information we must use the questionnaire. The questionnaire is a set of carefully prepared and logically ordered questions just like the interview schedule. However, unlike the interview schedule, it is self administered by the respondent, meaning, he reads the questionnaire and marks down their answer on the space provided.

Procedure

The research procedure contained the steps on how the study was been conducted. The following steps are the following: 1. The group formulated title problems that would be under study. 2. The problems were then submitted to our instructor for defense. Two problems were approved but we end up choosing this study. 3. The hypothesis was made in order to differentiate the clinical performances of personality’s type A and B. 4. A specific design was selected to describe the nature of the said problem and explores the caused of particular phenomena. 5. For the data collection was gathered in order to conduct the study well. 6. Questionnaire would be distributed among 2 selected sections of BSN 2 student SY 2007-2008 (2nd semester). Personalities could be measured

even if the use of questionnaire because the student reads the questions and writes down their answer on the space provided.

Limitation of this study The researchers’ only chose two extreme personalities’ type A and B. these two personality types were then chosen because of they are the usual attitudes that could be seen in the clinical area. Only two sections with approximately 80 students were chosen to limit the number of participants. The study of The Different personality types of selected BSN 2 students’ SY 20072008 2nd semester affecting their performance at the clinical area is limited because of its wide scope of the problem. There are different personalities so therefore type A and B are recommended.

Indicators

The researchers have thoroughly limited the study of different types of personalities into two extremely opposite personality, the Type A and the Type B. to further understand what is Type A and B personality, they are therefore described as:

Indicator Type A: People who fall under Type A exhibit characteristics such as 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. Although they may exhibit some or all of these characteristics, it does not mean that people with the type A personality are incapable of showing love, affection or other types of nonpessimistic behavior. Indicator Type B: The Type B personality, in contrast, is patient, relaxed, and easy-going. They are also more creative and imaginative, inclined to self-analyze and evasive of stressful situations, and bad at coping when found therein.

Permission Letters March 11, 2008 Jeannie H. Bibera, RN, MSN Dean Of Nursing San Pedro College Davao City

Dear Jeannie H. Bibera, RN, MSN: The Group 3B of BSN 3W students in Introduction To Research 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 20072008 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 2 students in this institution.

We are hoping for that this concern will warrant your approval. Noted By:

Very truly yours,

Marleonie Bauyot, Ph.D

Carlo Peli

Research Instructor

Erika May Bohol Ceryll Hope Pizaña

Approved By:

Kristee jane Rivera

Jeannie H. Bibera, RN, MSN

Noeme Ann Umpa

Dean of Nursing

March 11, 2008 Zorleyda Garcia Level II Chaiman San Pedro College Davao City

Dear Zorleyda Garcia: The Group 3B of BSN 3W researchers is 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

In connection with this, we are asking your permission to use the performance evaluation sheets of the pre-clinical exposure of the said respondents during the second semester of SY 2007-2008. We assure that confidentiality will be kept. We are hoping for your approval regarding this request. Thank you. Noted By:

Very truly yours,

Marleonie Bauyot, Ph.D

Carlo Peli

Research Instructor

Erika May Bohol Ceryll Hope Pizaña

Approved By:

Kristee jane Rivera

Zorleyda Garcia

Noeme Ann Umpa

Level II Chaiman

March 11, 2008

Dear respondents, We the The Group 3B of BSN 3W researchers is 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.

Very truly yours, Carlo Peli Erika May Bohol Ceryll Hope Pizaña Kristee jane Rivera Noeme Ann Umpa

Questionnaire

Name:______________________________________Age:_____Sex:( M/F)____ Ward:___________________________________________________________

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.

Questions 1. I finish all requirements/assignments/chores before resting or going to sleep. 2. I always make sure to pass requirements. 3. I submit requirements on time. 4. If I’m tired, I would most likely to rest first before doing any task. 5. I don’t have enough time in doing all my requirements. 6. I don’t have time to fix myself because I have to do all my obligations. 7. Every after class or duty, I take time to go to the mall; to eat, to play at the arcade, to stroll or to watch a movie. 8. I usually skip meals just to finish all my requirements or tasks. 9. I study 1 or 2week(s) before the exam. 10. I do my assignments at school. 11. I get disappointed if my quizzes are not perfect. 12. I would be happy even if I the result of my quiz or exam was just enough to pass. Like 75%... 13. I think that hobbies such as watching movies or playing games are just a waste of time. 14. Last summer, I decided to stay at home and to read all the books that I love. 15. I function best under stress or pressure. 16. I always arrive 15 or 30 minutes before the class begins. 17. I treat my patient just like my friends. 18. I’d rather eat at fast-food eatery. 19. Restaurants are time wasting. 20. In every task or requirement that I do, I always add something that would make it more special than my other classmates.

Yes

No

Bibliography Sevilla, Consuelo G. et.al (1997). General Psychology with Values, Development, Lessons. 3rd edition. Sampaloc, Manila. Rex Bookstore, Inc. Michaud, Ellen et.al (1991). Boost your Brain Power. USA, Rodale Press, Inc. Sevilla, Consuelo G. et.al (1992).Research Method. Quezon City, Rex Printing Company Inc. Ho, Janice S. (1995)The Journal of Management Development. Vol.11 Iss.4. England, Bradford. Jamal, Muhammad et.al. 1991Human Relations. Vol.44 Iss.11. New York. Froggatt, Kirk L. et.al (1987).Journal of Management. Vol.13 Iss.1. Bloomington. Evans, Gary W. et.al. (1987)Journal of Personality and Social Psychology. Vol.52 Iss.5. Washington Passer, Michael et.al. (2004) Psychology the Science of Mind and Behavior. 2ndedition New York, McGrow Hill Company.

San Pedro College C. De Guzman Street, Davao City

The Personality types affecting the performance of selected BSN 2 students SY 2007-2008 2nd semester at the clinical area

In Partial Fulfillment Of the Requirements In Research

Submitted to: Marleonie Bauyot, Ph.D

Submitted by: Carlo Peli Erika May Bohol Ceryll Hope Pizaña Kristee jane Rivera Noeme Ann Umpa

March 18, 2008