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 COLLEGE
12 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 ……………………………………………......iii
ABSTRACT ……….………………………………………………………..v
LIST OF TABLES ………………………………………………..………viii
LIST 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

Personality types: The level of performance of
students of the BSN 2
TYPE A students in terms of:

TYPE B a. the grades in NCM-RLE

101

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 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 student

Range Description
Type A:

Impatient, excessively time-conscious, insecure about one's status,

41 – 60
highly competitive, hostile and aggressive, and incapable of

relaxation
 Personality Types 11

Type B:

Patient, relaxed, and easy-going, more creative and imaginative,

20 – 40
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 students
Range Description
100 – 90 Excellent
89 – 85 Very Good
84 – 80 Good
79 – 75 Fair
74 – 70 Poor

Personality Types 12
Table 4

Scoring Table for the Research Tool

Rating Criteria with 6 Criteria with 7 Criteria with 20
 items items 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 Type A 50 83.02 2.27 Good
Type B 50 84.17 2.28 Good
Types
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 0.013 Accept Ho NSa

 Type B
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, MACT

Dean Of College
San Pedro College
Davao 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.D

Research Instructor
(Sgd)Sheryl Corpuz
 Approved By:
(Sgd)Kathleene Deboma

(Sgd)Carlo Peli (Sgd)Ma. Minda Lacuesta, MACT

Dean 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, MSN

Dean Of Nursing
San Pedro College
Davao 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.D

Research Instructor
(Sgd)Sheryl Corpuz
 Approved By:
(Sgd)Kathleene Deboma

(Sgd)Carlo Peli (Sgd)Jeannie H. Bibera, RN, MSN

Dean 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, MAN

Level III Coordinator
San Pedro College
Davao 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.D

Research Instructor
(Sgd)Sheryl Corpuz
 Approved By:
(Sgd)Kathleene Deboma

(Sgd)Carlo Peli (Sgd)Loyalda Lazarraga, RN, MAN

Level 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.D

Research Instructor
(Sgd)Sheryl Corpuz
Approved By:
(Sgd)Kathleene Deboma

(Sgd)Carlo Peli (Sgd)Jeannie H. Bibera, RN, MSN

Dean 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 Description
3 Always Experience or do all the time
2 Sometimes Occasionally or every now and then
1 Never Have not experienced to do such act

A. Time Management
1. 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 : pearl_rhyns@yahoo.com

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 : corpuzxheng@yahoo.com

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 : girlygirlygosh@yahoo.com

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 : Lyrec_cerwin6@yahoo.com

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 : kristeerivera@yahoo.com

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 : noemeanneumpa@yahoo.com

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