ERIC Number: ED390355
Record Type: Non-Journal
Publication Date: 1992
Reference Count: N/A
The Learning Styles of Registered Nurse Baccalaureate Students Based on the Myers-Briggs Type Indicator: Implications for Teaching.
Wahl, Sharon C.
This descriptive study proposed to use the Myers Briggs Type Indicator (MBTI) to identify the learning styles of registered nurses who have returned to school, and to recommend teaching strategies based on commonalities of their learning styles. The MBTI was administered to 240 registered nurses who were enrolled in either a leadership course in the California State University Statewide Nursing Program or the San Jose State University RN Bridge Nursing Program. The results showed no clear preference in the full Type, but commonalities emerged when examining individual dimensions which could be used to identify matching teaching strategies. Results also showed preferred dimensions of thinking and extraversion, unlike other RN populations that showed preferred dimensions of judging, feeling, and sensation. Specific learning styles and complementary teaching strategies could be identified for this population. The results led to the recommendations that faculty attend workshops acquainting them with their own MBTI profiles to help them identify ways to adapt their teaching to differing student learning styles, and that faculty use diverse learning activities to meet the needs of all students, providing both matching and mismatching of teaching-learning styles. Appendixes contain four charts with additional information on MBTI types. (Contains 43 references.) (Author/JB)
Publication Type: Reports - Research
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Myers Briggs Type Indicator