Title : Prevalence of type A and type B personality among undergraduate nursing students at Karachi, Pakistan
Abstract:
Background: Academic institutions strive for exceptional graduates. However, personality and learning psychology affect student performance. Type A personality students may develop heart palpitations due to impatience and stress. They are less sociable than Type B personalities but more idealistic, competitive, and deadline oriented. These disparities among personalities may impair their academic and job success, especially in healthcare, where interpersonal skills are vital.
Aims: The primary aim of the study was to find out the prevalence of Type A and Type B personality among undergraduate nursing students and to find the association between personality types and academic years.
Methodology: In this quantitative study, a cross-sectional analytical research design was employed to analyse research concerns. In Karachi, Pakistan, the two private SONAM of AKUH and MH&HCC were studied. A proportionate sample of 136 nursing students filled out a Google form to respond on BAI scale items; IBM SPSS 22 analysed the data. Chi-square assessed the relationship between personality types (A&B) and academic years; binary logistic regression modeled it. The study ERC authorised by AKUH.
Results: At both institutes, 21.3% were Type A and 78.7% Type B nursing undergraduates. Institutional findings were significant in binary logistic regression. Year-I had 22.9%, Years-II, and III had 23.5% Type A students, while Year-IV had 15.2%. Additionally, Year-I had 77.1%, Years-II and III had 76.5%, and Year-IV had 84.8% Type B students. Among 50.7% female and 49.3% male students, female had more 14% Type A compared to male 7.4%. Subsequently, Type Bs were more prevalent in males 41.9% compared to females 36.8%.Though statistically insignificant results were found at 95% CI.
Conclusion: The study showed both personality types are common across academic years. Personality types and academic years correlated significantly for nursing students. Type A personality developed with time but declined in the final year. Type B personalities showed inverse patterns. Undergraduates in the final year nursing program had more Type B than Type A personality. After the assessments of personality types, nursing students can enhance their physical and mental health with emotional rehabilitation program. Hence, Institutes can effectively produce talented and market-ready nursing graduates.
Audience Take Away Notes:
Educational Insights: Faculty and educator can use this research to understand how different personality types evolve and impact students, aiding in better mentoring and support strategies.
Enhancing Students Performance: This study offers practical implications to improve student support programs, fostering emotional well-being among nursing students for better academic outcomes.
Teaching & Research Expansion: Other faculty members can use this research to expand their teachings on the influence of personality types on academic progression, contributing to a broader understanding in education and healthcare fields.
Developing Effective Intervention: Designing targeted interventions and emotional rehabilitation programs for nursing students based on personality types to produce more proficient and resilient graduates.
