As community health educators, nurses find it difficult to
effectively implement teaching and learning strategies
traditionally used with American adult learners. Concurrent
methodological triangulation was used to explore the construct of
field dependence/independence in immigrant adult learners. This
two-step study employed the Witkin (1971) Group Embedded Figures
Test (GEFT) to determine field dependency/independency in 77
subjects from various culturally diverse populations. The
convenience sample consisted of 16 (n=16) subjects from Russian,
Sudanese, and Dominican adult learner cohorts. These subjects
proved to be predominantly field-dependent. Focused interviews also
provided direct self-reported evidence that the students perception
of their learning process was consistent with the results of the
GEFT. Outcomes of this study suggested that focused interview
techniques reflected field dependency/independency as accurately as
a formal assessment tool, such as the GEFT. Results indicated the
assessment of cohort-based learning style tendencies through a
non-threatening interview may be a cost effective and time
efficient way to plan community-based educational programs.
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