Personality Tiait Profile of Nurse Practitioners

By

Barbara L. Waples, RN, BSN

Submitted in Partial Fulfillment of the Requirements for the
Master of Science in Nursing Degree
Edinboro University of Pennsylvania

Approved by:

__ /0f
Judith Schilling, CRNP, Ph.D
Committee Chairperson

Date

Cindy Rouse, RN, MSN, CCRN
Committee Member
Saint Vincent Health Center

Date

Deborah Hess, RN, MSN
Committee Member
Saint Vincent Health Center

Date

oO

Abstract

Personality Trait Profile of Nurse Practitioners
Little is known about personality traits of nurse practitioners (NPs).

This inf01 mation would be useful to the individual NP, the profession as a

whole, and to foster educational offerings to mentor these traits in future NPs.

The purpose of this study was to identify the personality traits of a sample of

student nurse practitioners (SNPs) and NPs using the Guilford Zimmerman
Temperament Survey (GZTS). The Model of Nursing Knowledge developed

by Chinn & Jacobs-Kramer (1988) was used as the conceptual framework for

this study. This Model defines the specifics of self and other as they relate in a

conversation.
The GZTS was self administered by Internet access to the forty-four
volunteer participants of 11 SNPs and 34 graduate NPs from a community in

northwestern Pennsylvania. A comparison was made between these two
groups and between the two groups and the Guilford data bank base

population of 619 nursing student applicants (Guilford 1976). Trained staff
from Career Assessment Concepts, Inc. of Erie, PA analyzed each individual's

results. Grouped data was then forwarded to the researcher.
No significant differences were found among the study participant

group as compared to the normative base population of nursing student
applicants. Of the ten personality traits according to Guilford, the study

participants had mean scores higher in the areas of general activity, restraint,
assertiveness, and masculinity (Guilford, Zimmerman, & Guilford, 1976).
Additional research within a larger nurse practitioner population is

recommended. This will up date the data base population to include specific
personality trait information for the nurse practitioner.

This study was supported in part by a grant from Sigma Thetu Tau,

International, Nu Theta Chapter.

Table of Contents

Contents

Page

1. Introduction

1

Background of the Problem-

1

Origin of Personality

3

Definitions of Personality

3

The Big 5 Factor Taxonomy

5

Statement of the Problem

6

Theoretical Framework

7

Research Purpose

9

Research Question

11

Assumptions
Limitatioiis

11

Definition of Terms

12

Summary2. Review of Literature

Studies of Nurse Practitioners
Studies of Other Nurses
Studies of Other Professionals

Summary

iii

3. Methodology

25

Research Design

25

Sample, Setting, and Informed Consent

26

Instrumentation

27

Validity

29

Reliability

31

Operational Definitions
Data Analysis-

36

Summary

37

4. Data Analysis

Presentation and Analysis of Data-

38

Demographic Data Analysis of Study Participants-

40

Scoring of the GZTS
Summary
5. Conclusions-

Summary of Findings
Discussion of Results

Conclusions
Recommendations for Additional Research

References
iv

52

Appendixes

57

A. Mailing to Potential Study Participants-

57

B. Return Post Card

60

C. Study Participant Letter

61

D. Temperament Graph

64

v

List of Table
Table

Page

1. Model of Nursing Knowledge: Summary of Key Points-—10

vi

List of Figures

Figure —

Page

1. Schematic diagram of the identified characteristics of

personality according to the Guilford Zimmerman
Temperament Survey

33

2. Sex of participants

40

3. Ages of participants

41

4. Educational level of participants-

41

5. Employment status of NP participants-

•42

6. Mean temperament summary results of study
participants and the GZTS norm group

-43

7. Mean temperament summary results of the SNPs

44

and the NPs group

vii

1

Chapter 1

Introduction
This chapter provides an overview of the value of personality trait (PT)
identification and its usefulness for nurse practitioners (NPs). The purpose of

this study was to identify the personality traits of a sample of NPs using the
Guilford Zimmerman Temperame:mt Survey (GZTS). The Model of Nursing

Knowledge served as the theoretical framework for this study (Chinn &
Jacobs-Kramer, 1988). The research purpose, research questions, assumptions,

limitations, and definition of the terms used in this study are also provided.
Background of the Problem

Advanced practice nurses are experts at health promotion and disease
prevention and have proven themselves to be competent primary care
providers in diagnosing and managing illness (Mundinger, 1999). Mundinger

added that advanced practice nurses make up approximately 4% of the
professional nursing workforce and can provide 80% to 90% of the services

that primary care physicians provide.
According to Neubauer (1998), one grows into full potential as a person

over time. One acquires professional knowledge and skill from work and life
experiences. Neubauer saw the development of self as an integration of who

one is and what one does. Bradham, Dalme, and Thompson (1990) found that
desirable behaviors for all professional nurses include confidence, advocacy,

2

and interdependence. They further explored the notion that certain

personality traits would promote these behaviors to a greater degree than
others.

Feldman & Crook (1984) found that participants iin a graduate health
science program had certain personality characteristics that could be

influenced or changed by the program. Inner directedness with the

internalizing of principles and motivations, an increased flexibility in applying
values to their lives, and the accepting of themselves and their weaknesses,

were the characteristics changed or influenced by the program. Other
characteristics studied were manifestation of personality which included areas

of poise, ascendancy, self-assurance, and interpersonal integrity; social norms
and values; academic potential; intellectual efficiency; and the attitude and

beliefs related to team functioning and interpersonal relationships. The

researchers suggested that personal characteristics deemed important by
program planners might be more appropriate as criteria for admission lather
than as objectives of the program.
According to Dr. Stephen Barrett (1999), the president and founder of

Career Assessment Center, Inc., the personality of an individual is 80%
genetically determined at birth and approximately 20% learned from life

experiences. He explained that people come to a career with a set of
personality traits in place. Each person needs to identify these personality

3

traits as strengths or weaknesses and adapt socially appropriate responses to
these traits.
Origin of Personality. According to Allport (1937), there are over 50

different meanings of the term personality. The word personality comes
originally from the Latin persona which is associated with the ancient Greek
theater (Guilford, 1959). In ancient times, a Greek player commonly held a

mask in front of his face. This mask was a "persona" because the player
talked through it. Over time, the word "persona" was applied to the actors in
the theater.

Definitions of Personality. Guilford (1959) explained the multiple
meanings of personality. "One's personality is something that enables a

person to put himself over" (Guilford, 1959, p. 3). A unique pattern of ten

traits, or characteristics of that person, is the key to one's personality. These
ten traits are general activity, restraint, ascendance, sociability, emotional

stability, objectivity, friendliness, thoughtfulness, personal relations, and
masculinity. Guilford (1959) defined a trait as any distinguishable, relatively

enduring way in which one individual differs from another.
Allport defined trait as the primary unit of the personality (Allport,

1954). His definition of personality has become a classic. Allport defined

personality as the dynamic organization within the individual, the

psychophysical systems that determine the individual's unique adjustments to

4

the environment. His definition involves five major concepts. These concepts
are the dynamic organization, the psychophysical systems, the determination,

the uniqueness of the personality, and the adjustments to the environment.

Allport developed the Personological Trait Theory (Allport, 1954). He
taught the first personality course in the United States and formulated the
groundwork for issues that are still debated today (Pervin, 1990). His

dynamic organization of personality stresses the need for active organization
within the self (Cloninger, 1993). His theme centers on the unity of the self

that is influenced from hereditary, temperament, and intelligence. Allport

(1954) reviewed personality traits as real and useful predictors that
"determine" the unique self. The public self establishes security and comfort
between the inner self and the environment.
In 1938, one year after Allport's theory was published, H. A. Murray

(1938) published his work. Murray emphasized the emotional and
motivational processes of the individual. He defined the individual as a
whole organism with its parts mutually related. He differentiated needs from

traits. Needs have complex relationships with behavior. They are

hypothetical concepts expressing the organism's potential readmess to

respond in a certain way under certain conditions. Needs are internal
processes that may or may not be apparent in one's behavior, whereas traits

are observed consistencies or patterns in behavior. Allport and Murray

5

shared important points in their separate theories, while differing in their
terminology and explanations of traits versus needs (Pervin 1990).

The Big 5 Factor Taxonomy. According to John (1990), Allport and
Odbert developed the original personality taxonomy list in 1936 by

categorizing all words found in the dictionary that described one's

personality. The final list contained 18,000 words, sometimes referred to as
the "18,000 trait descriptors" (John, 1990). This list was divided into four

categories of attributes. Although this categorization of attributes was helpful,
the need for a more refined taxonomy was recognized. By using factor

analysis, the list was revised and categorized into 12 primary personality
factors (Cloninger, 1993). According to John (1990), in 1961, Tupes and

Christal did further analysis and correlation with the factor list and found five
strong and recurrent factors. This is the "Big Five" Factor Taxonomy used

today.
The Big 5 Factor Taxonomy represents a broad level of personality
descriptors (John, 1990). In the study of personality, the taxonomy enables the

researcher to study specific domains of personality characteristics instead of

examining separately the thousands of individual attributes that make human
beings individual and unique.

6

The "Big Five" factors are broad and summarize a large number of
distinct and specific personality characteristics (John, 1990). The five factors

are:
1. Factoi I surgency (talkative, assertive, and energetic),

2. Factor II agreeableness (good-natured, cooperative, and trustful),
3. Factor III dependability (conscientious, responsible, and orderly),

4. Factor IV emotional stability (calm, not neurotic, not easily upset),

5. Factor V culture (intellectual, cultured, polished, and independentminded).

Factors I and II primarily summarize traits of an interpersonal nature

and tend to account for the largest percentage of variance in personality
ratings. Factor III describes task behavior and social impulse control. Factor

IV involves the contrast of a calm and relaxed confidence with nervous
tension, temper, and the potential for anxiety and sadness. Factor V describes

the depth, complexity, and quality of ones mental and physical life. This fivefactor structure has been replicated and adjusted by many researchers, and

serves as the basis for many personality profile instruments (John, 1990).
Statement of the Problem

Little is known about the personality traits of NPs. The identification of

this information would be useful to the individual NT and the profession as a

whole. It may help to foster educational offerings that mentor these traits in

7

future NPs. It may help the individual NP to identify his or

her strengths and

weaknesses that can benefit the communication process between the nurse

practitioner and the patient. If a specific personality trait profile is identified,

a comparison can be made between the student population and the graduate
NPs.

Theoretical Framework

The theoretical framework for this study is the Model of Nursing
Knowledge (Chinn & Jacobs-Kramer, 1988). Chinn & Jacobs-Kramer defined
four knowledge patterns originally named by Carper (1978) as empirical,
ethical, personal, and aesthetic knowledge. Empirical knowledge, for example

the science of nursing, is the pattern most closely associated with traditional

science. Empirical knowledge is expressed as principles, laws, and theories.
Ethical knowledge relates to matters of duty, rights, obligations, and moral

imperatives. Ethical knowledge involves judgmental decisions of right or
wrong, ethical or unethical decisions, and noble, honorable, or good actions.
Personal knowledge is awareness of self and other in a relationship. It

involves encountering and actualizing the self. Personal knowledge
transforms objective reality and stereotypes, and is not dictated by the
symbols of language. The knowledge of self and other can be explored

without written words. One comes to know self and other by actually living
the experience. The art of nursing is an example of aesthetic knowledge. It is

8
gamed by subjective observation. This knowledge requires the development

of what is individual, particular, and unique. Chinn & Jacobs-Kramer (1988)

further explained the four knowledge patterns by considering how they are

created, expressed, and assessed. Table 1 illustrates these dimensional
concepts (Chinn & Jacobs-Kramer, 1988).
The personal knowledge pattern and how it relates to NPs is the focus
of this research. Chinn & Jacobs-Kramer (1988) expressed this knowledge in

terms of the created, expressed, and assessed dimensions. The created
dimension involves expressing the self by encountering and focusing on self
while realizing the surrounding realities and the environmental potentialities.

It captures how knowledge is encountered and focused in a conversation.
The expressive dimension encompasses authenticity and disclosure. It

captures how knowledge is disclosed. Self can be explained further as the
authentic self that is known only privately and the disclosed self as being the
public self that is revealed to others.

Finally, the assessed dimension requires us to focus on both sides of
self and its expression to other. This assessment is an internal process that
creates awareness of both the authentic and disclosed self. It provides for

examination and reflection of knowledge by asking critical questions about
form and context. Assessment involves examining the expressed form of self.

Critical questions address the credibility of the congruity of self. Asking to

9

what extent we "know what we do" and "do what we know" creates

awareness of both the authentic and the disclosed self. This enables personal
development toward inner strength, genuineness, and authenticity that

characterizes congruity of self. Reflection and response is the process

associated with the self as a pattern of knowing. Patterns of knowing,
believing, and perceiving from the inner self are processed and expressed to

others for interpretation (Chinn & Jacobs-Kramer, 1988).

The communication between the NP and the patient is the basis of

knowledge about self and how it relates to others. One discloses oneself to the
patient in conversation. One is sharing self in this encounter. This becomes a
basis of knowledge about the authenticity of self and other. As the patient and
the nurse focus on the patient's situation, heightened awareness of what each

person feels or "knows" and how they act or do emerges in this

conversation. The ten traits of ones personality is how persons express

themselves in conversation. One is aware of their reactions in the exchange.
One can examine the communication exchange and identify the specific

distinguishable ways in which one individual differs from another.
Research Purpose

The purpose of this research was to provide a profile of the personality

traits of NPs. The identification of the personality traits may benefit

10

Table 1
Model of Nursing Knowledge: Summary of Key Points

Knowledge Patterns

Empirical

Ethical

Personal

Aesthetic

Describing

Valuing

Encountering

Engaging

Explaining

Clarifying

Focusing

Interpreting

Predicting

Advocating

Realizing

Envisioning

Facts

Codes

Self:
authenticity &
disclosure

Art-act

Theories

Standards

Models

Normativeethical
theories

Descriptions to
impact
understanding

Descriptions
of ethical
decision
making

What does this
represent?

Is this right?

Do I know
what Ido?

What does
this mean?

How is it
representative?

Is this just?

Do I do what I
know?

Process/
Context

Replication

Dialogue

Response &
reflection

Criticism

Credibility
Index

Validity

Justness

Congruity

Consensual
meaning

Created
Dimension

Expressed
Dimension

Assessed
Dimension
Critical
Question

Note.

P- 293'

11

individual NPs in their communication exchange with patients. This
identification may also help the NP population foster educational offerings

that mentor such traits in future NPs.

Research Question

The following research questions were posed for the purpose of this

study:
1. Are there similarities in the personality trait profiles of graduate

NPs in this research study?
2. Are there similarities or differences in the personality trait profiles
of student NPs, graduate NPs, or the GZTS data bank profile of nursing

student applicants?
Assumptions

For the purpose of this study, the following assumptions were made:
1. The Guilford Zimmerman Temperament Survey was filled out

independently by the research subjects without influence from others.
2. The research subjects were able to read and understand directions

for completing the research tool.
3. The research subjects answered the questions honestly.

Limitations

For the purpose of this study, the following limitations were identified

12

1 ■ The participant population was limited to a small convenience

sample of student nurse practitioners and nurse practitioners in northwestern
Pennsylvania. This affected the generalizability of the study.

2. The participant population was generalized to all NPs and did not
take into account their specific type of practice setting.

3. Desirable or undesirable life event changes can cause physical
and/ or mental health problems and attitude changes that may affect the
research subjects responses (Dolan, 1987).
4. Demographic information collected was limited to age, sex, ethnic

background, highest grade completed, and status of employment.
Definition of Terms
The following terms are defined as they were used in this study:

1. Nurse Practitioner is a primary health care provider whose care is
continuous and comprehensive, and includes collaboration among, and
referral to, other health professionals (American Nurses Association, 1987).

2. Primary Care is the provision of integrated, accessible health care
services by clinicians who are accountable for addressing a large majority of
personal health care needs, developing an ongoing partnership with patients,

and practicing in the context of family and community (Donaldson, Yordy,
Lohr, & Vanselow, 1996).

13
3. Personality Traits are how a person demonstrates the effects of past

and present life experiences through the vantage points of "self" and "other"

(Handler & Meyer, 1998).
4. Assessment of Personality is a three dimensional view of self. It

determines an in depth understanding of strengths and weaknesses people do

not readily show in ordinary conversation (Handler & Meyer, 1998).

Summary
The concept of personality traits dates back to the 1930s (Allport, 1937).
The identification of ones personality traits show us the unique individual

pattern of that person, the true colors of the inner self (Cloninger, 1993). The
identification of a personality trait profile for NTs may provide valuable

information that can influence future practice and the delivery of educational
offerings.

The Model of Nursing Knowledge was the conceptual framework

utilized for this study (Chinn & Jacobs-Kramer, 1988). This framework defines
personal knowledge as the awareness of self and other in a relationship.

The purpose of this study was to identify a profile of the personality
traits of the NPs practicing in a community in northwestern Pennsylvania.

With the identification of a specific personality trait profile for NPs, individual
NP practice, educational offerings, and possibly curriculum adjustments can

14

be made to foster and support these traits in the future. Assumptions,

limitations, and definition of the terms used in this study have been presented.

15

Chapter 2

Review of Literature

The purpose of this study was to identify the specific personality traits
of a sample of nurse practitioners (NTs) in northwestern Pennsylvania. This

review of the literature addresses various personality studies done with NPs,

nurses, and other professionals. This chapter also provides the reader with a

selective overview of personality tool testing.
Studies of Nurse Practitioners

Many studies have been done concerning personality traits. Several
studies support the usefulness of personality trait identification. Burns,
Lapine, & Andrews (1978) studied the personality traits of students in a

pediatric NP program before and after training was completed. They used the

Edwards Personal Preference Schedule to evaluate seven consecutive groups
for a total of 125 students measured. An analysis of variance for repeated
measures was performed on the pretraining scores and posttraining scores at
the p<0.05 level of significance. They found significant increases in autonomy,
heterosexuality, and exhibition, and significant decreases in endurance, order,

dominance, abasement, intraception, and nurturance in these students after

completion of the course work. They proposed that the increases could be
explained by the possible co:mfort level of knowledge acquired after

completion of the course of study. They hypothesized that the decrease in

16

both order and endurance may have been related to the balancing of the
demanding academic and clinical requirements of the program and/or

recognition that the new role required considerable flexibility. They
continued to explain the decrease of nurturance and abasement as being

represented by an increase of confidence as the student acquired the new

skills of the pediatric NP. Dominance decreasing after the program may have
resulted from the program's emphasis on counseling. Intraception was

thought to be in conflict with assertiveness required to initiate the new role.
Another study looking at the pediatric NP found that the educational

program did not change the personality characteristics of the students (Bruhn,

Floyd, & Bunce, 1978). Three psychological tools were used to measure
personality characteristics of 43 class participants. The Rotter's Internal-

External Locus of Control Scale, the Budner's Intolerance of Ambiguity Scale,
and the Myers-Briggs Type Indicator (MBTI)-Form F were given upon entry

into the program, at graduation, and at 1 year post graduation. The

researchers chose these instruments because they had been used in a variety of
other studies of nurses to assess attitude, adjustment, and vocational

preference. These tools were felt to capture the understanding of nurses'

attitudes and adjustments to a new role, namely that of the NP. This new role

involved changing the identity of the nurse from one who performs delegated
nursing tasks to one who assumes more responsibility for direct care of

17

patients in ambulatory settings. The Rotter's Internal-External Locus of
Control Scale and the Budner's Intolerance of Ambiguity Scale showed no

significant differences in scores upon entry into the program, at graduation, or
at 1 yeai post graduation. Significant differences were found with respect to
the characteristics on the MBTI-Form F at the 0.05 level of statistical

significance. The MBTI-Form F is a 166-item instrument containing four
separate indices that represent the four basic preferences, which according to
Jung, form each individual's personality. The four indices are extroversion­

introversion (El), sensing-intuition (SI), thinking-feeling (TF), and judging-

perception (JP). Each of the four indices is divided into two separate scales,
thus scores indicate a person's basic preference on one of each of the four
scales. Bruhn, Floyd, & Bunce found that students were more introverted and
perceptive at the completion of the program than upon entry into the

program. The researchers concluded that the personality characteristics of the
students changed somewhat during the learning of their new role. However,

these changes did not persist 1 year after the nurses entered their first job in
this new role. The implications of this study would seem to be that nursing

and medical educators should be realistic regarding the re-socialization of

nurses for new roles.
Sullivan (1978) compared 127 NP graduate students and 31 physician
colleagues. She used the Edwards Personal Preference Schedule to measure

18
differences in their personality characteristics. The nurses ranked high in
heterosexuality, dominance, intraception, change, and achievement as

compared to the physicians. Sullivan described the nurses as having a high

degree of self-acceptance and confidence in performance of their role as care
provider.

In the review of current literature, the researcher was unable to locate
personality trait studies done within the general NP population.
Studies of Other Nurses

Bruegel-Richards (1972) studied the characteristic differences among all
graduates from 13 schools of nursing in the western United States. One

hundred and twenty graduates from a baccalaureate program, 134 from
associate degree programs, and 107 from diploma programs constituted the

convenience sample of 361 subjects. The Gordon Personal Profile, the

Professionalization Scale, and a general intelligence test were used in this

research. Bruegel-Richards found no significant difference among the three
groups of students in intelligence, leadership potential, responsibility,

emotional stability, or sociability. Although the scores did not reach statistical
significance, diploma students showed the highest levels of leadership

d associate degree students demonstrated the
potential and sociability an
highest levels of responsibility and emotional stability. All of the groups
appeared more responsible and emotionally stable than the average female

19
college student of the norm group, but much less sociable. According to

Bruegel-Richards a more complex picture developed from the results of the
professionalism scale. In describing their ideal of nursing practice, graduating

baccalauieate students had a significantly more professional orientation than

did diploma and associate degree students. Baccalaureate students also saw
their instructors as having a more professional ideal of nursing practice.

However, in the perception of physicians' ideal of nursing, head nurses' ideal

of nursing, patients' ideal of nursing, and perception of the real situation, no
significant differences were found among the three groups of students.

Goldstein (1980) used the Personal Orientation Inventory to compare
self-actualization scores of students in five baccalaureate and five associate
degree nursing programs in the state of Illinois. The student groups were

tested in their final month of study. The Personal Orientation Inventory was

subdivided into categories of self-actualization, spontaneity, self-regard, self­
acceptance, and the capacity for intimate contact. A t-test was used to
compare the scores of the two groups of students. A total of 204 baccalaureate

students had mean scores significantly higher (E<0.05) than the 159 associate
degree students in all areas.

The author concluded that the baccalaureate

students had greater potential as

leaders, but noted that it was unclear

whether the baccalaureate-prepared students had higher expectations or goals

20

when entering their educational program than did the associate degree
students.
Bradham, Dalame, & Thompson (1990) published a study measuring

the desirable personality traits in nursing students that were valued by
practicing nurses. A sample of 178 nurses from nine institutions in four

different states was surveyed. The nurses surveyed indicated the level of
personality traits desirable for nurses, based on the Personality Research Form
(PRF) definitions. Each of the PRF personality trait definitions were measured

on a scale of high, moderate, or low. The PRF traits are abasement,
achievement, affiliation, aggression, autonomy, change, cognitive structure,
defendence, dominance, endurance, exhibition, harm avoidance, impulsivity,

nurturance, order, play sentience, social recognition, succorance, and
understanding. These traits were compared with results obtained from 67

associate degree nursing students and 23 baccalaureate degree nursing

students. These student volunteers came from two different nursing
programs. The level of personality traits deemed to be desirable by the
practicing nurses were congruent with the students' scores. The scores of the
associate degree nursing students and the baccalaureate degree nursing

students al the point of entry, and on completion of their schooling, did not

significantly (p<0.05) differ for the majority of the traits measured. The

baccalaureate degree-nursing students, however, did score higher than the

21

associate degree-nursing students at the completion of their program in the
areas of autonomy, dominance, and understanding.

Tarno (1980) published a descriptive study of the personality types of
successful nurses. Tarno defined the successful nurse as one who had
completed schooling and was working full-time in an acute care facility. She
investigated the possibility that successful nurses have a common
psychological type or types. She surveyed 41 female registered nurses, which

had been working less than 3 years, using the Myers-Briggs Type Indicator
(MBTI)-Form F. There was no single common psychological type for the

successful nurse found by analysis of variance, although some similarities

were found in the areas of sensing and feeling. According to Tarno, the

subtypes of sensing and feeling were felt to be strong descriptors of a
successful nurse.
Personality types amd preferences of certified registered nurse

anesthetists (CRNA), student registered nurse anesthetists (SRNA), and other

registered nurses (RN) were researched by Carrara (1992). Her purpose was
to compare and contrast the personality preference of 47 CRNAs and SRNAs
with 28 RNs who did not have the career goal of becoming a CRNA. Carrara

used the MBTI-Form G for data collection. The MBTt-ta G is an
abbreviated version with only 50 items and is used for quick screening

purposes. These data were statistically significant for the CRNA/SRNA

22

group showing introversion over extroversion, sensing over intuition,
thinking over feeling, and judging over perception, Carrara concluded that

the nurse anesthetists were more likely to be impersonal, introverted thinkers
and the RNs working in acute bedside patient care units were more likely to
be people-oriented feelers. According to this researcher, these characteristics

fit the type of nursing needed in each of these fields of practice.
Beaver (1955) studied 108 student nurses from two colleges. She
compared student nurses to a control group of 91 female students in a liberal
arts college working toward their education certification. The groups were
matched for race, sex, and age. The mean age for the student nurses was 19

years, 3.5 months; for the education majors, 19 years, 8 months. The purpose
of this study was to determine the degree to which the GZTS could

differentiate a group of student nurses from a group of education majors.

Using the GZTS for trait identification, the researcher found the student
nurses to have a statistically greater amount of emotional stability, objectivity,

friendliness, and sociability as compared to the education majors. The
education majors were found to have higher scores in personal relations and

masculinity. The researcher concluded that the GZTS did a good job in
differentiating the student nurses from the otherwise similar group of student

education majors.

23
Studies of Other Professionals
Guilford (1952) studied temperament traits in 208 executives and

compared them with 143 foreme:;n, at a large chain grocery. The tests
administered to these two groups were the Guilford series of personality

inventories: Inventory of Factors STDCR, Guilford-Martin Inventory of
Factors GAMIN, and the Guilford-Martin Personal Inventory. The traits

represented in these tests are social introversion-extroversion, thinking
introversion-extroversion, depression, emotional stability, impulsiveness,

general activity, ascendance or social boldness, inferiority feelings,

masculinity of attitudes and interests, nervousness, objectivity, agreeableness,
and cooperativeness. The executives scored significantly higher (p<0.01) in
the areas of social extroversion, freedom from depression, emotional stability,

impulsiveness, general activity, social boldness, self-confidence, calmness,
objectivity, agreeableness, and the ability to be coopeiative.

Herzberg (1954) tested college students and noncollege controls using

the Guilford Zimmerman Temperament Survey (GZTS). He found that the
college students ranked higher in the personality traits of social boldness,

sociability, emotional stability, objectivity, personal relations, and masculinity;

and lower in the areas of friendliness, thoughtfulness, general activity, and
restraint.

24

Another study looked at the personality traits of 60 occupational
therapy students and 22 practicing occupational therapy clinicians (Brown,

1989). The Personality Research Form E was used to collect the data. Analysis
of vaiiance indicated statistically significant differences between students and

clinicians on certain personality variables. Students scored higher on

abasement, affiliation, change, nuturance, play, and social recognition scales.
The clinician group scored higher for endurance and harm avoidance.

Summary
This chapter has provided a review of the literature concerning
personality trait profile identification. As the literature indicates, certain
personality traits are more specific in certain types of professions. This
current study was designed to identify the personality traits of NPs using the

Guilford Zimmerman Temperament Survey. Information obtained from this
study could be used to identify the potentially more successful NP student

applicant and to enhance the current communication practices between NPs

and patients.

25

Chapter 3

Methodology

This chapter describes the methodology that was utilized to determine
the personality traits in a sample of nurse practitioners (NPs) in northwestern

Pennsylvania. The Guilford Zimmerman Temperament Survey (GZTS) was
used to study this sample. Included in this chapter are the research design,
sample, setting, informed consent, instrumentation, validity, reliability,

operational definitions, and data analysis.
Research Design

This study utilized a descriptive research design. The goal of this
research was to gather information regarding a personality trait profile of the
nurse as a NP, both as a student NP and a graduate NP in northwestern

Pennsylvania. Another goal included the identification of any differences

between these two groups. The GZTS identifies temperament characteristics

as they are related to leadership style, interpersonal skills, analytical style, the
ability to juggle multiple tasks, the ability to handle stressful situations, and

the ability to learn new concepts and ideas. The GZTS was administered to
voluntary participants through the Internet site of Career Assessment Center,
Inc. (CAC). Trained staff members from CAC interpreted the Survey results.

Volunteer participants had the opportunity to attend a seminar held at Saint
Vincent Health Center, Erie, PA, approximately 2 weeks after they had

26

completed the Survey. This seminar provided individual participants with

their Survey results. A staff counselor from CAC led the seminar.
Sample, Informed Consent and Setting
A convenience sample of student NPs and graduate NPs was selected.

The selection process included a mailing to all student NPs from the

univeisities in the Elie County, PA area and to the members of the Northwest
Pennsylvania Nurse Practitioner Association (Appendix A). This mailing
included a self-addressed stamped return postcard (Appendix B). Return of
the postcard constituted the consent to be a study participant.
These participants were contacted again by mail with the specific

information needed to access the GZTS via the Internet on the CAC, Inc web

site page (Appendix C). Included in this mailing were specific instructions for
signing on to the CAC, Inc. web site, filling in the candidate information sheet,
and accessing the GZTS. The researcher's phone number was included should
any questions or concerns arise. Demographic information obtained and
included in this study was gender, age, ethnic background, the highest grade

completed in education, and the current employment status of the

participants. An authorized user identification number and password was
provided. A specified stop date and time when the Survey would no longer

be available was also included.

27

According to CAC guidelines, the information related to this testing

was confidentially protected by law. ReguUtions limit anyone's right to mahe
any further disclosure of this information without written consent of the
person to whom it pertains. To preserve anonymity of the participants, no

individual results or scores were identified. Only the overall group profiles of
the NP population were reported. A follow-up review of individual

participant results was scheduled at Saint Vincent Health Center on May 30,
2000 at 7:00pm. Study participants were also given the opportunity to review
the results of the research project following its completion.

Instrumentation

The main objective of the Guilford inventories is to provide scores for

the separate primary traits of one's personality (Guilford, 1959). The first
analysis inventory is based on introversion-extroversion dimensions that
actually represent more than one primary trait. Later analysis testing showed

that other areas of temperament exist. Thus, this 300-item survey was
developed. The GZTS involves those items that have been found by factor
analysis to indicate primary traits. This Trait Survey was the fourth inventory

developed by Guilford and has been in existence since 1949 when it was first
published (Guilford. Zimmerman, & Guilford, 1976). The goal was to develop
a single inventory that would cover all of the traits idendfied in the three

original inventories and to decrease the intercorrelations found in the

28

previous inventories. Thus the GZTS was utilized as the research tool in this
study

The GZTS is a commercial instrument that the researcher purchased
through CAC. This standardized self-administered Survey requires
approximately 60 minutes to complete. It is designed to yield a set of scores

that identify the ten characteristics of personality according to Guilford and

Zimmerman. These ten characteristics are general activity, restraint,
ascendance, sociability, emotional stability, objectivity, friendliness,
thoughtfulness, personal relations, and masculinity. The Survey statements
consist of 300 situational items with thirty statement items representing each
of the ten characteristics profile traits (Guilford et. al., 1976). The participant

must read each item carefully and mark a "YES" as the answer if they agree or

feel the statement is true. If the statement is more false than true, or if the
participant disagrees with it, a "NO" mark is given for that statement. There

are no right or wrong answers. The score weight of +1 or -1 is assigned to the
"YES" or "NO" responses, respectively. The CAC web site incorporated the

hand held scoring stencils to tally the ten individual trait scores for each of the
study participants- involved. The purpose of this Survey was best served if

the participants described themselves and stated their opinions as accurately
as possible. Many statements may seem similar, but no two are exactly dike.

29

The GZTS is represented as a bipolar trait tool (Guilford, 1959). Bipolar

traits extend from one pole to an

opposite pole through a zero or neutral

point. This neutral or adaptive zone is corresponding with the middle range

C scores of 4, 5, or 6 on the result page. For example, the trait of general
activity has the inactive person at one pole and the energetic person on the

opposite pole. The zero point comes at a place at which the two named

qualities are equally balanced, where a person could be described as having
neither the one nor the other quality predominating. This persons score for
general activity would fall into the adaptive range of 4, 5, or 6.

Validity. Evidence concerning validity of the GZTS scales was drawn
from a large number of factor-analytic studies done by Guilford, Zimmerman,

and Guilford (1976). Analyses of total GZTS scale scores, by themselves or
along with scores from other test instruments, have repeatedly pointed

toward the same four second-order traits. These traits are identified as: Social
Activity (based upon the first-order traits Ascendance, Sociability, and

General Activity; Introversion-Extroversion (based upon Restraint and

Thoughtfulness); Emotional Stability (based upon Emotional Stability and
Objectivity); and Paranoid Disposition (based upon Objectivity, Friendliness,

and Personal Relations). These combinations also suggested a third-order trait

of Emotional Health, based upon Emotional Stability and Paranoid
Disposition. This leveled hierarchy design is the foundation of the GZTS.

30

Another indirect source of validity information comes from the
comparisons of vocational groups in terms of the patterns of scores they
obtained from the GZTS (Guilford, 1959). There is some reasonableness in

patterns of scores found for librarians, male and female; for nurses in training;
for reseai ch and development engineers as compared with sales and service
engineers, and for teachers as compared with college students. Librarians

tend to be low in confidence, ascendance, and general energy drive. Nursing

students tend to be more sociable, emotionally stable, friendly, and masculine

in their attitudes and interests than the education majors. Research and
development engineers tend to be lower on scores for ascendance, sociability,

and friendliness. Teachers tend to be more restrained, emotionally stable,
objective, friendly, and tolerant than the college students, but lower in general
energy level and ascendance.

There is also information concerning predictive validity of some of the
scores, which comes from the academic setting. The highest correlation with
college grade point averages were for R (restraint) scores, T (thoughtfulness)

scores, and F (friendliness) scores.
of achievement among the

Also, there is some evidence for prediction

student nurse population. In the academic setting,

there were promising predictions of teaching performance and of leadership
among freshman women (Guilford, 1959).

31

Eeliabllitv. The reliability coefficient of each of the ten characteristic
scores from the GZTS range from 0.75 to 0.87 and the standard errors range

from 2.2 to 2.6 (Guilford, Zimmerman, & Guilford, 1976). From these values it
would follow that the odds are two to one that an obtained score lies within
approximately 2.5 points from the "true" score for that individual. Using

twice the standard error as a basis, it can be said that any obtained score does
not differ by more than 5 points from the corresponding true score, and the
odds are only about 1 in 20 of this being incorrect.
Internal consistency and test-retest reliability coefficients are
satisfactory as determined by Jackson (1961). He reported the stability of the

GZTS scores over a period of 18 months. His subjects were 72 women service
representatives and 24 women supervisors in a telephone company. The 49

subjects who completed the post-test were the study participants. They had a
test-retest correlation of the following scores G-0.77, R-0.75, A-0.71, S-0.92, E0.69, 0-0.71, F-0.68, T-0.82, P-0.68, and M-0.52. The relatively low figure for M

reflects a restricted range due to the sampling of all women working at the

same company. Jackson pointed out that major life changes had occurred in
several of his subjects that may have

contributed to the changes in some of the

scores.

The senior author of the GZTS computed the retest reliabilities of GZTS
scales based on the retesting of 43 civil-service employees most of whom were

32

either firemen or police officers in a small west coast

community (Guilford et

al., 1976). The mean age of these males was 37 at retest and they had been

employed for an average of 2.7 years. Retest reliabilities were G-0.64, R-0.63,

A-0.66, S-0.61, E-0.70, F-0.77, T-0.69, P-0.62, and M-0.55.
Operational Definitions
For the purpose of this study, the graduate NP is a primary health care
provider who has completed a NP program and has practiced in a variety of

settings including but not limited to pediatrics, geriatrics, family practice,
obstetrics, gynecology, neurology, oncology, emergency medicine, or acute

care medicine.

Ones personality is made up of various traits (Guilford et al., 1976).
These characteristics are an integrated part of the whole person. The
schematic in Figure 1 identifies these characteristics. They include ten specific

characteristics that are scored on a scale ranging from zero to ten. The trait

score that corresponds to the highest average performance is not at the top of
the scale but at some point between the middle and the top (Guilford, 1959).

Each of these temperament characteristics is defined as follows:

1. The G scale is General Activity. It is the measure of motivation, the
menial and physical drive of the person (Guilford et al., 1976). If a person's G

scale is high, they do everything harder: they socialize more, work harder, and
play harder. If the G score is very high, at a score of rbne or ten, the energy

33

level may be of a compulsive type. On the other hand, if they have a low G

score this person may be described as a lethargic person: one that can only do

one project at a time. An example may be procrastinators who have low
output of continuous energy unless they are under an emergency situation.

They are slow to anger and find it hard to initiate new projects (Guilford et
al.).

Thoughfulness

. T
Friendliness

Personal
Relations

p

Masculinity

M

F

General
Activity

Objectivity

o

G
Restraint

Emotional
Stability

E

R

/Sociability

s

AscendanceX

A
.

r.
,.
m nf the identified characteristics of personality according
Figure 1. Schematic diagram
t Survey (Guilford et al., 1976).
to the Guilford Zimmerman Tempeiai

34

2. The R scale measures Restraint. It is a measure of overall emotional
maturity (Guilford et al.. 1976). The person with a hrgh R scale tends to be

rigid, structured, and methodical about everything. They are serious people
and take control of situations and preplan all tasks. On the opposite end is the
low R person with a carefree impulsive attitude.
3. The A scale is Assertiveness versus Submission (Guilford et al.,

1976). On the one end are the domineering, assertive, leader types and on the

opposite end are the timid, passive, helpless followers who let others make
decisions for them.
4. The S scale measures Sociability (Guilford et al., 1976). On one end

you have a person who cannot work by him or herself, who needs people
contact to get the job done. They define themselves by others around them.
On the opposite end of this scale is a person who avoids social contacts. They

are shy and enjoy one-on-one interaction more than a large party atmosphere.
5. The E scale is Emotional Stability. This scale has nothing to do with
stability as it refers to judging good or bad, healthy or unhealthy behaviors

(Guilford et al., 1976). It is the measure of mood stability. A person with a
high scoring E reacts in the same predictable way almost every time. On the

opposite end of this scale, is the person who has varying reactions to change

and does not react wel! to emohonai stressors. It is said that they are on an
emotional roller coaster.

35

6. The O scale is Objectivity. The high scoring O person is the social
cold fish (Guilford et al., 1976). Their expressions are external and nonfeeling.
They have thick skin. On the opposite end is the hypersensitive person who
has subjective reactions to peoples' comments. Their feelings are hurt easily

and they fear everyone is talking about them to a point of possible paranoia.
7. The F scale refers to Friendliness. The high scoring F person is

everyone's friend (Guilford et al., 1976). They find it hard to discipline people
as a supervisor. They are people pleasers. On the opposite end is the low F

scored a person, who is the untrusting doubting type. They are suspicious of
everyone's motives and may become violent in the right circumstance.
8. The T scale is Thoughtfulness. On one end you have a person who

has the need to know why (Guilford et al., 1976). They may be obsessed to

find out the why in any situation. They can even become consumed with

worrying about the unknown. On the opposite end is the person who works
for the here and now, the doers, who work best when specific directions are
given.

9. The P scale represents Personal Relations. The high scoring P person

is cooperative and has positive relationships with others (Guilford et al.. 1976).
They accept people as they are. Everyone is equai in his or her eyes. On the
opposite side is rigid planners, wherein if you are not like them you are

36

inferior and unacceptable. They are intolerant of others. They believe their
way is the right way and have difficulty accepting others' ideas.

10. The M scale is Masculinity. This scale involves the acceptance of
the traditional social-cultural male-female attitudes towards masculinity and

femininity (Guilford et al., 1976). Even thou this terminology is out dated the
tiaditional social and cultural attitudes can be applied. On one end is the

typical tough person that is less sensitive, a bully-type that sees things as
either a male role or a female role. On the opposite side is the person who is

sensitive, tender-minded, emotional, and typically thought of as soft and

feminine. If a man's score is low in this category it does not mean that he is

feminine or homosexual. It indicates that this man has feelings and is
sensitive to them. He has gone beyond the stereotypical role of male as the
tough, nonfeeling, macho man and is able to respond to his emotional

sensitive side. An example of the profile chart can be found in Appendix D.
Data Analysis

The GZTS contains 300 items that include 30 items per trait (Guilford et

al., 1976). Items representing the first five temperament trails of G, R, A, S,
and B are in the first one-half of the Survey statement items. Items
representing the second five temperament traits of O, F, T, P. and M are

included in the second half of the Survey statement items. This format mates
hand scoring of the Survey easier, although computer anaiysis „as utilized m

37
this study. The results are displayed in

graphs according to each of the ten

temperament traits identified by the Survey results. If a specific profile for the

NP population is identified, a review of this type is included. A comparison
of the NP profile was also made to the SNP profile and to the GZTS data bank

for nursing student applicants.
Summary

The goal of this study was to identify the personality traits of the NP
population in a convenience sample of NPs from northwestern Pennsylvania.

The use of the GZTS was utilized for the collection of these data. This Survey
identifies ten characteristics of personality according to Guilford et al. (1976).

Volunteer participants accessed the GZTS online from the CAC, Inc. web site.
Survey results were collected and analyzed by the CAC, Inc of Erie, PA.

Research design, sample, informed consent, setting, instrumentation, validity,
reliability, operational definitions, and data analysis were included in this
chapter.

38

Chapter 4
Data Analysis
This chapter presents the analysis of data, the scoring of the GZTS, and

demographic data for study participants. The purpose of this research study

was to identify the personality traits of a sample of NPs using the Guilford
Zimmerman Temperament Survey (GZTS). Figures were used to present the

results in an understandable fashion.

Presentation and Analysis of Data

This study was done to determine if a personality trait profile could be
identified for a sample of nurse practitioners (NPs) in northwestern

Pennsylvania. This study compared the sample personality trait profile of
NPs to the student nurse practitioners (SNPs) and to the GZTS data bank of

619 nursing student applicants' scores (Guilford 1976). A total of 207
mailings to potential study participants were sent out. These mailing

contained a request for volunteer participation and were sent to the 168
members of the Northwest Pennsylvania Nurse Practitioner Association

(NPNPA) and to 39 SNPs at two universities in Erie County, PA. A total of
W6 (51%) of the self addressed and stamped post cards were returned. Of
the 106 returns, 28 (26%)

npooIe who indicated their inability to be
were people

39

study participants and one was returned without a name and onutted from
the study. The remaining 77 (73%) subjects were the research participants.

A second mailing was sent to the 77 study participants giving them the

directions for accessing the GZTS on the web site of Career Assessment
Center, Inc. (CAC). This mailing also included the information needed to

properly fill out the demographic information sheet online. This mailing

included a time limit of 2 weeks for completion of the Survey with a stop date

and time of May 26, 2000 at 11:59 p.m.
A list of study participants who completed the Survey appeared on the
CAC Website upon signing in. With 5 days remaining to take the Survey, an

E-mail message or a telephone reminder was made to participants who had

not yet completed the Survey. Please note that the SNP participants were

unable to be contacted unless they were members of the NPNPA because it
was against the university policy for the researcher to contact the SNPs
individually. The study participant letter was distributed in class to SNPs at

both of the area

universities. Forty-eight (62%) participants went to the web

site and registered but only 45 (58 X>)

completed the Survey for analysis.

The Survey was sent to CAC of Brie, PA to be analyzed. The
personality trait profiles were displayed on GZTS Assessment Result Sheets.

For comparison and significance, the base popmation of (n=619) nursing

40

school applicants from the Guilford data bank was used for a normative
comparison population of nurses. This data bank population was used as a

comparison to the sample of SNPs and NPs in this research. A comparison

was also made of the study participant SNPs to the study participant graduate
NPs.
Demographic Data Analysis of Study Participants

The study participants included a total of 34 (76%) graduate NPs and 11

(24%) SNPs. The gender distribution includes 29 (65%) female graduate NPs,

5 (11 %) male graduate NPs, and 11 (24%) SNPs, with one student being male.
Figure 2 illustrates the gender distribution of study participants.

■ 11%

□ 24%
□ 65%

Figure 2. Sex of participants.

41

Members of the study sample had a mean age of 46 years. The age
range for SNPs was 31 to 56 with a mean age of 44 years,
• For the graduate NP

group the range was 36 to 69 with a mean age of 47 years. Figure 3 illustrates
the age distribution of study participants.

12
10
8
6
4
2
0

r~i

I—|

30

35

40

45

50

55

60

65

Figure 3. Ages of participants.

The study sample had an ethnic background mix of 42 (93%)
Caucasian, 1 (3%) Hispanic, and 2 (6%) listed as other. The educational status

of the study participants included 34 (73%) with masters' level education, 5

□ 11%

■ 2%
^4-

El 7%

□ 7%

□ Doctorate

■ Masters
□ Bachelors
□ Some College

1• ■?>

■ High Schoo1

W73%

Figure 4. Educational level of participants.

42

(11%) senior college, 3 (7%) doctorate, 3 (7%) baccalaureate degree, and 1 (2%)
at the twelfth grade level. Figure 4 illustrates the educational distribution of

study participants.
Of the 34 graduate NPs in the study sample, 31 (91%) were employed, 2
(6%) retired, and 1 (3%) was unemployed seeking work. Figure 5 illustrates

the employment status of the study participants.

Retired
3%

Unemployed
seeking work
6% /
/

\

/

□ Employed
□ Unemployed seeking work

I

■ Retired

I
\

Employed
91%

Figure 5. Employment status of NP participants.

43
Scoring of the GZTS
After each study participant completed the Survey online, it was sent to

the CAC, Inc. office in Erie, PA for analysis. The computer software has
replaced hand scoring answer sheet stencils for Survey scoring. The scores for
each of the ten personality characteristics were given for each of the

participants. Mean scores were calculated for temperament summaries. No
significant differences were found among the study participant group as

compared to the normative base population of student nurse applicants.
Figure 6 displays these results. No significant differences were found among

General Activity

Restraint
Assertiveness
Sociability

_____ _______;——

Motional Stability
Objectivity

■ Study
Participants
Norm Group

Friendliness

Th°ughtfulness
Personal Relations

Masculinity

8
0

10

qrv results of study participants and Norm group.

Figure 6. Mean temperament summ y

44

the study graduate NPs as compared to the study participant SNPs.

Results
were computed separately for the SNPs and the graduate NP participants.
Figure 7 displays these results.

General Activity

Restraint
Assertiveness

Sociability
Emotional Stability

■ Students
□ NP Graduates

Objectivity
friendliness

Thoughtfulness
Personal Relations
Masculinity

Figure 7. Mean temperament summary results of SNP group

and graduate NPs.

Surnmar
Thrs chapter induded the presentation and andysis of study resufts,
cup GZTS. Results are

demographic information, and scoring leview
displayed as figures for ease of understanding and interpr

45
significant differences were found among the study participant group as

compared to the Guilford nor:■mative base population of student nurse
applicants. In relationship to the GZTS norm population of student nurse

applicants, the study participants had mean scores that were higher in the
areas of general activity, restraint, assertiveness, and masculinity. Figure 6

displays these results.

46

Chapter 5
Conclusion

The theory of personality trait identification has been developing for

almost 50 years (Allport, 1954). Guilford identifies ten identifiable traits in

each individual (Guilford, 1954). A unique pattern is a part of every one of us
but certain traits can be seen to cluster in certain professions and occupations.
The purpose of this study was to identify the personality traits of a sample of

student nurse practitioners (SNPs) and nurse practitioners (NPs) using the

Guilford Zimmerman Temperament Survey (GZTS). The Guilford data bank
provided a normative base population of student nurse applicants for

comparison. This chapter includes a summary of the study findings,

discussion of results, conclusions, and recommendations for further research.
Summary of Findings

Figure 6 and Figure 7 presents the Temperament Survey results. There

was no significant differences found among the study participants and the
normative base population of student nurse applicants. The SNPs mean
scores were higher in general activity and thoughtfulness as compared to the
graduate NP population. Although the higher scores were not significant,

these trait scores can be analyzed according to Guilford's definitions of the ten
characteristics. The higher general activity score can be explained by the role

47

identification of a student verses a graduate NP. The SNP may feel acutely
motivated or driven as an adult student pursuing a new career as compared to

graduate NPs who are working at their jobs with identified boundaries and
role functions. In the area of thoughtfulness, SNPs may feel emotionally

chai ged in their new role. They need to know the rationale behind what they
are doing in this new role as SNP. When analyzing the results according to

the median scores, similarities to the mean scores were found except in the
personality trait scores of assertiveness and thoughtfulness. The median SNPs

group score was 9 as compared to the median score of the NPs group score of
6. This can be explained by the fact that SNPs need to be more assertive and

determined to learn their new role. The thoughtfulness scores of the study
SNPs group were 5 as compared to the graduate NP group score of 8. The

median thoughtfulness score shows that the graduate NP has to be able to
rationalize their clinical decisions to a higher level.

The graduate NP scored higher in the areas of restraint, assertiveness,

sociability, emotional stability, objectivity, friendliness, personal relations, and
masculinity as compared with the study participant SNPs. There was no
significant differences seen among any of these scores, although the greatest

difference was seen in the area of sociability with the NPs scoring 5.6 and the

SNPs scoring 4.0. A person with a low-ended scale is one that avoids social
contacts, is shy, and works alone for the most part. The SNP works alone, is

48

learning a new role as SNP, and has one-on-one interactions with their

preceptor and the patients.
Comparing the GZTS data bank norm of 619 student nurse applicants

with the study participants as a whole revealed some differences as well. The
data bank norm group had higher scores in the areas of sociability, emotional
stability, objectivity, friendliness, thoughtfulness, and personal relations than

did the study participants. The study participant group had a higher score for
general activity, restraint, assertiveness, and masculinity. Although, the
values are not significantly different the greatest degree of differences lay
within the areas of sociability, personal relations, and masculinity. The mean
score for the GZTS norm group for sociability was 6.0 and was 4.8 for the

study participant. The mean score for the GZTS norm group of student nurse
applicants for personal relations was 6.0 and the mean score for the study

participants was 4.8. The GZTS norm group score for masculinity was 4.0

with the study participant scoring 6.0. All results can be seen in the adaptive
or middle range scores of 4-5-6 but some analogies can be made.

The sociability score for the study participant group was lower. This

could be explained by the nature of the work that the NP group does as
compared to that of the student nurse applicant groups work ethic. The NP

group needs to function rather independently with one-to-one encounters.

49

The NP will feel satisfied with his/her job by how well the patient

understands their disease and treatment plans. This is a partnership of
ongoing evaluations and revisions that requires continued communication

and follow-up by both parties involved.
The personal relations score was lower for the study participants. This

may be explained by the fact that the NP group has to follow given guidelines

for health maintenance and disease prevention that could be viewed by the
patient as unacceptable or unnecessary. The NP group may see the patient in

view of what they can improve or do better for their health and well being.
The masculinity score was higher for the study participant group. This

may show the need for the predominantly female population of NPs to be on
the tougher side, holding back feelings and being less sensitive to get the job
done in a predominantly male medical society.
Discussion of Results

The personality traits identified for the sample of graduate NPs in this
study can be explained in the following manner. This NP group has a high
level of productivity to get the job done. They are mature, serious, and

objective in their role. They are able to take charge and lead others when
necessary. They view others as individuals that can improve their state of
health status and well-being. The NP is tolerant and accepting of others but

50

sees the need to question and contemplate a better plan. This information is
useful for the NP population as a whole. NPs can reflect upon this
information and use it to enhance their communication skills with patients

and other professionals. This role is one of a health care provider whose care

is continuous and comprehensive with defined attributes and skills to ensure
care delivery.
As Chinn & Jacobs-Kramer (1988) defined the four knowledge patterns

as useful parts of the Model of Nursing Knowledge, we can see how this
relates to the graduate NP population in this study. The personal knowledge

pattern is expressed to others through communication, be it consciously or
subconsciously. We express ourselves by the way we "handle" ourselves

around others. When NPs are aware of their individual traits, they can

identify specific distinguishable ways in which they differ from another
person.
In the literature reviewed, nursing attracts the confidant,

interdependent, patient advocate (Bradham, Dalme, and Thompson 1990).

According to Beaver (1955), nursing attracts the emotionally stable, objective,

friendly, and sociable person. Burns, Lapine, and Andrews (1978) found that
the pediatric nurse practitioners had the desirable traits of interdependence,

autonomy, exhibition, and heterosexuality. Introversion and perceptiveness

51

were traits identified by Bruhn, Floyd, and Bruce (1978) for the pediatric NP.
Sullivan (1978) found the NP graduate students having a high degree of self­

acceptance and confidence in performance of their role as care providers. This
current research shows a similar distribution of traits for the nurse as a NP.

Conclusions
The conclusions of this study were:

1. The GZTS did not identify any significant differences among the
groups studied.
2. The GZTS did not identify any similarities in personality trait
profiles of the graduate NPs studied.

3. The study participants scored higher in the areas of general activity,
restraint, assertiveness, and masculinity as compared to the GZTS data bank

of student nursing applicants.

4. The SNPs mean scores were higher in the areas of general activity
and thoughtfulness as compared to the graduate NPs in this study.

5. The study graduate NP group had mean scores higher in the areas of
restraint, sociability, emotional stability, assertiveness, objectivity, friendliness,
personal relations, and masculinity than did the study SNP group.

52

Recommendations for Additional Research
Recommendations based on this study were:
1.

Additional research should be done using the GZTS within a larger

sample size population of NPs. This will develop a data base population of
NP specific personality trait information.
2. Additional research should be done to determine if personality

traits change during the schooling process in becoming a graduate NP.

3. This study could be used in a wider geographical area in order to
allow a more general application of the findings.

4. Additional research should be done focusing on a specific area of
practice of the NP population. Can specific personality traits be identified for

a specific type of practicing NP?

53

References

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/

57

Appendix A
Mailing to Potential Study Participants

Dear Nurse Practitioner or Student Nurse Practitioner:

I am requesting your participation in a research study that will

contribute to the Nurse Practitioner field. The study involves no cost, only a
short amount of your time, and can possibly be completed in your home.

I'm a family nurse practitioner graduate student at Edinboro

University, working on completing my thesis for a Masters of Science in
Nursing degree. My thesis involves the identification of the personality traits

of the nurse practitioner (NP) population, including student nurse

practitioners and graduate nurse practitioners. I am attempting to determine
whether there are personality traits unique to the nurse practitioner

population. This information will be useful to those considering a career as a
NP, to those already working as a NP, and to those involved in program

development for NPs.
The testing instrument I am using for this study is the Guilford
Zimmerman Temperament Survey (GZTS). This Survey identifies

temperament characteristics as they are related to leadership style,
interpersonal skills, analytical style, the ability to juggle multiple tasks, the

ability to handle stressful situations, and the ability to learn new concepts and
ideas. All information will be presented as grouped data in my thesis. It will

58

be anonymous and used for purposes of data analysis only. Completion of the

Survey constitutes your consent to participate in this study. The Survey
involves approximately 60 minutes of your time and must be completed in
one seating. The testing process involves computer Internet access from your

home, office, or another site of your choice. This online assessment is found

on the Career Assessment Center, Inc. web site.
A stamped and addressed postcard is enclosed with this letter. Please

indicate on the postcard your willingness to participate in this study and
return it to me on or before May 8, 2000. I will then send you a user
identification number and password to access the GZTS tool from a computer.

The results of your individual Survey will be professionally analyzed at the

Career Assessment Center, Inc. office in Erie. An explanation and review of
the Survey results will be held at Saint Vincent Health Center at a later date

and time. More information about this meeting will follow in a future mailing
to study participants.

If you have any questions or concerns related to this researcher study,
please free to call me at my home, 474-9084. If you are unable to be a
researcher participant, I thank you for your interest and time in reading this

information. Please mark the postcard appropriately and return it to me.

59

Sincerely,

Barbara L. Waples, SFNP
Edinboro University

60

Appendix B
Return Post Card

YES,
I'm interested in being a research participant in your thesis

study.

Please forward the necessary information for accessing the GZTS
online.

NO,
I'm sorry, I can not participate in your thesis study.

Print your name

61

Appendix C

Study Participant Letter
Dear Study Participant,
First let me thank you for your willingness to participate in this study.

Your time commitment is greatly appreciated. With your completion of this
Survey, I hope to identify a personality trait profile of nurse practitioners in

northwest Pennsylvania using the Guilford Zimmerman Temperament Survey
(GZTS). It is important for the accuracy of the results that you answer all

statements to the best of your ability, and to do this independently of others.

Please follow the enclosed instructions to access the Survey. The Survey will
be available online until May 26, 2000 at 11:59pm. The results of your Survey

will be professionally analyzed at the Career Assessment Center, Inc. of Erie.
Trained Career Assessment Center staff will explain and review Survey
results at Saint Vincent Health Center on May 30, 2000 at 7pm in the

McGarvey Learning Center. The discussion will last one hour, with a question

and answer time to follow. If you have any questions about my thesis, please
feel free to call me at home (814) 474-9084. If you have any questions or
difficulty signing onto the Survey itself, please call the Career Assessment

Center for help at (814) 453-7681.
To access the Guilford Zimmerman Temperament Survey:

62

1. Go to Career Assessment Center website @
www.careerassessment.com
2. Click onto Secure on-line Attitude & intelligence Testing

3. Go to bottom of this page and click on enter the online testing area
4. Enter user identification — edinboro
5. Enter password — waples
6. Click on area to register new student

7. Fill out Candidate Information page:
a. You must fill in all sections on this page to advance to the

Survey

b. Some item selections are given for you on the enclosed example
sheet
c. If you are a student NP, please indicate "student" under the
status section
8. Click on Enter Test Area

a. Your name will appear with others; click on your name
b. Click Enter the testing area; Survey will appear next
9. Complete Survey:

a. Follow the instructions given

b. Each page contains 30 situational items
c

You must answer all items on each page to advance to next page

63

d. Thank you again

Sincerely,

Barbara L. Waples, SFNP

Edinboro University

64

Appendix D

Temperament Graph

I

General Activity

Restraint
Assertiveness

Sociability
Emotional Stability
Objectivity

Friendliness

..

I

Thoughtfulness
Personal Relations

-

Masculinity

-

0

•

■

■

2

4

6

8

10