DIFFERENCES BETWEEN FIELD DEPENDENCE/INDEPENDENCE AND TWO MEASUREMENTS OF CLINICAL JUDGMENT ABILITY IN SENIOR BACCALAUREATE NURSING STUDENTS (NURSING STUDENTS).
Contributors: Widener University School Of Nursing.
Published: 1991
Number of pages: 207
Subjects: Health Sciences, Nursing.; Health Sciences, Education.
Description: This descriptive-correlational study was designed to investigate the differences between subjects' cognitive style on their performance on two distinct measures of clinical judgment. Clinical judgment was measured by a paper-and-pencil instrument and an interactive videodisc simulation.

A convenience sample of 82 senior baccalaureate nursing students from four universities participated. All subjects were requested to complete the following data collection instruments: (1) Group Embedded Figures Test (Oltman, Raskin, and Witkin, 1971); (2) Nursing Performance Simulation Instrument (Gover, 1971/1972); and (3) Nursing Care of the Elderly Patient with Cardiac Disorders, Mr. Talbert, an interactive videodisc simulation (American Journal of Nursing, 1989). All individual results were kept confidential.

The data gathered during this investigation were statistically analyzed using one-way analysis of variance. No significant differences between cognitive style and performance on the research instruments were evidenced. The research hypotheses investigated were: (H$\sb1$) Senior baccalaureate nursing students who are field independent as determined by the Group Embedded Figures Test (GEFT) will score higher in clinical judgment on a paper-and-pencil instrument than senior baccalaureate nursing students who are field dependent. (H$\sb2$) Senior baccalaureate nursing students who are field dependent as determined by the GEFT will score higher in clinical judgment on an interactive videodisc simulation than senior baccalaureate nursing students who are field independent.

The anticipated relationships, though not realized, were based on two premises: that the paper-and-pencil test of clinical judgment is best suited to the linear analytic thinker, that is, the field independent person; second, that interactive video, an inherently more personal medium with cues and feedback reflective of human interactions, is a more appropriate instrument to measure the performance of the field dependent person.

There are several possible reasons the anticipated relationships were not statistically supported. One is that by the time nursing students achieve second-semester senior standing only those who are adept at paper-and-pencil testing remain in the program. Another possible reason is that the interactive videodisc simulation is not a more appropriate medium to measure the performance of the field dependent subject. Alternatively, the sample size may not have been adequate to measure between-group differences. Further research is needed to explore the relationships and differences between field dependent and field independent subjects and various evaluation methods.
Notes: Source: Dissertation Abstracts International, Volume: 52-10, Section: B, page: 5190.

Thesis (D.N.SC.)--WIDENER UNIVERSITY SCHOOL OF NURSING, 1991.

School code: 0969.