|dc.description.abstract||This correlational study investigated the psychological types, learning style preferences,
readiness for self-directed learning, demographic and continuing education participation data of
154 registered nurses at two different Southern Ontario hospitals. One hospital was a large
tertiary care university-affiliated teaching centre (Cityview) and the other was a smaller
secondary care community hospital (Waterview). The instruments used in the study were the
PET Type Check, Kolb's Learning Style Inventory, the Self-Directed Readiness Scale
(SDLRS), and a Nursing Survey developed by the researcher. Descriptive statistics, crosstabulations
and correlational analyses were calculated. The most common psychological types
identified among this sample of nurses were extraverted thinking, introverted intuitive and
extraverted intuitive. There were no significant differences between the two hospitals.
The accommodator learning style was preferred overall, with more nurses at
Waterview Hospital preferring the diverger learning style, and more nurses at Cityview
Hospital preferring the accommodator learning style.
The majority of nurses scored in the average and above average categories on the
SDLRS, indicating that they perceive themselves as ready to engage in self-directed learning.
At Cityview Hospital there were more nurses in the average and high readiness categories,
whereas at Waterview Hospital more nurses scored in the below average category.
No significant correlations were found for learning style with psychological type, or for
learning style with SDLRS scores.
A positive correlation was found to exist between SDLRS scores and each of the
psychological types extraverted feelings, extraverted thinking, and introverted intuitive.The only significant correlation for psychological type and continuing education
activity was a positive correlation between extraverted thinking types and participation in
informal discussion or study groups.
Positive correlations were found for SDLRS scores with each of the following
continuing education activities; number of hours per month spent reading journals; journal
reading; attendance at credit courses; watching videos; using reference texts.
Further details of the results are included as well as a discussion of the findings and
implications for future research.||en_US