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.


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.


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.


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.