Field-dependence/independence: considerations in staff development.

J. Ismeurt, Robert Ismeurt, B. K. Miller

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

Clinical nurse preceptors, staff development specialists, and staff nurses are becoming more involved with the clinical learning experiences of new graduates, nursing school students, and the highly mobile, experienced nurse. Assessment of learning styles and the cognitive process is necessary for the implementation of successful orientation programs. Consideration of the bipolar learning style of field-dependence/independence can be useful for preceptors involved with teaching in the clinical setting. This article reviews the development of the concept of field-dependence/independence, identifies associated characteristics, and discusses assessment of learning style. Specific teaching strategies for both field-dependent and field-independent learners are discussed.

Original languageEnglish (US)
Pages (from-to)38-41
Number of pages4
JournalJournal of Continuing Education in Nursing
Volume23
Issue number1
StatePublished - Jan 1 1992
Externally publishedYes

Fingerprint

Field Dependence-Independence
Staff Development
Learning
staff
nurse
learning
Teaching
Nurses
Nursing Schools
Nursing Students
teaching strategy
nursing
graduate
school
experience
student

ASJC Scopus subject areas

  • Medicine(all)

Cite this

Field-dependence/independence : considerations in staff development. / Ismeurt, J.; Ismeurt, Robert; Miller, B. K.

In: Journal of Continuing Education in Nursing, Vol. 23, No. 1, 01.01.1992, p. 38-41.

Research output: Contribution to journalArticle

Ismeurt, J, Ismeurt, R & Miller, BK 1992, 'Field-dependence/independence: considerations in staff development.', Journal of Continuing Education in Nursing, vol. 23, no. 1, pp. 38-41.
Ismeurt, J. ; Ismeurt, Robert ; Miller, B. K. / Field-dependence/independence : considerations in staff development. In: Journal of Continuing Education in Nursing. 1992 ; Vol. 23, No. 1. pp. 38-41.
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