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\n[https://doi.org/10.22034/hssr.2025.561018.1025](https://doi.org/10.22034/hssr.2025.561018.1025)  \nThe Interplay of Personality Types and Learning Styles in Nursing Education: A Comprehensive Review  \nTruptiRekhaPradhan  \nDepartment of Nursing and care, Sathyabama Institute of Science and Technology, Tamil Nadu, India  \n\n|  | Abstract\u003Cbr>Objective: This review aims to synthesize and critically evaluate existing research on the relationship between personality types and learning styles among nursing students, with a specific focus on implications for English as a Second Language (ESL) acquisition. The goal is to consolidate findings to inform the development of more personalized, effective, and inclusive educational strategies in nursing programs.\u003Cbr>Methods: A literature review was conducted, drawing on key studies that investigate personality typologies, particularly the Myers-Briggs Type Indicator (MBTI), and learning style models. The review synthesizes evidence from quantitative and qualitative research to explore the correlations between these psychological constructs and their practical applications in nursing education.\u003Cbr>Results: The synthesized evidence consistently indicates a strong correlation between personality types and preferred learning styles. Introverted nursing students (e.g., INFP, ISFJ) show a marked preference for private, self-directed, and solitary learning environments. In contrast, extroverted students (e.g., ESTJ, ENTP) thrive in collaborative, group-oriented, and interactive settings. These preferences profoundly impact engagement, motivation, and academic success, particularly in the challenging context of second language acquisition.\u003Cbr>Conclusion: Nursing education must proactively move beyond standardized teaching methodologies. Acknowledging and accommodating the diversity of learning styles rooted in personality is crucial for optimizing student outcomes. Implementing a multimodal teaching strategy that incorporates self-directed modules, collaborative activities, and reflective practices can create more inclusive and effective learning environments. This approach not only enhances academic and language skills but also fosters the development of well-rounded, adaptable nursing professionals prepared for the collaborative yet often autonomous nature of modern healthcare. |\n| --- | --- |\n| Article history:\u003Cbr>Received: 9 Sep 2025\u003Cbr>Accepted: 16 Nov 2025\u003Cbr>Available online: 24 Nov 2025 |  |\n| Keywords:\u003Cbr>Learning Styles Personality Types Introvert; Extrovert Education\u003Cbr>Educational Measurement Teaching |  |\n| Cite this article as: Pradhan TR. The Interplay of Personality Types and Learning Styles in Nursing Education: A Comprehensive Review. Humanist Stud Soc Res. 2025;1(1):23. [https://doi.org/ 10.22034/hssr.2025.561018.1025](https://doi.org/ 10.22034/hssr.2025.561018.1025) |  |\n\nIntroduction  \nIn the demanding and high-stakes field of nursing education, understanding the cognitive and psychological mechanisms through which students process and retain information is paramount. The paradigm is shifting from a one-size-fits-all instructional model towards a more nuanced, student-centered approach. Just as personalized care is a cornerstone of  \nmodern healthcare, effective pedagogy must account for the individual differences among learners [1] . A critical aspect of this individuality is the complex, bidirectional relationship between a student's inherent personality type and their preferred learning style. This relationship becomes especially significant when nursing students are tasked with acquiring a new language, such as  \nPage 2 of 5  \nEnglish for ESL learners, a common requirement in globally mobile healthcare environments [2] .  \nResearch indicates that an individual's approach to learning is not monolithic but is shaped by a confluence of factors, including age, cultural background, and core personality trait","cbCaik3ZXW5F5MBj","https://ap.wps.com/l/cbCaik3ZXW5F5MBj","pdf",269946,"English","# Abstract\n# Introduction\n# Methodology of the Review","[{\"question\":\"What is the main objective of the review?\",\"answer\":\"The review aims to synthesize and critically evaluate research on the relationship between personality types and learning styles among nursing students, especially for implications in ESL acquisition.\"},{\"question\":\"Which frameworks are highlighted for identifying personality types and learning styles?\",\"answer\":\"The review emphasizes established frameworks including the Myers-Briggs Type Indicator (MBTI) for personality typologies and learning style instruments such as the CITE Learning Styles Inventory.\"},{\"question\":\"How do introverted and extroverted students tend to prefer learning environments?\",\"answer\":\"Introverted students (e.g., INFP, ISFJ) prefer private, self-directed, and solitary learning settings, while extroverted students (e.g., ESTJ, ENTP) tend to thrive in collaborative, group-oriented, and interactive formats.\"}]","The Interplay of Personality Types and Learning Styles in Nursing Education - A Comprehensive Review | PDF",13]