Abstract
Fostering field independence among learners is important for the individuals themselves and for the profession for which they are preparing. The manner in which the collaborative distance-education Bachelor of Health Science (Nursing) program influenced the field dependence/field independence of students was investigated. The target population was Hong Kong Chinese registered nurses who studied in an undergraduate distance-learning nursing program. Cognitive style was measured by the Group Embedded Figures Test; data were collected from 246 students from 2 cohorts enrolled in the Bachelor of Health Sciences (Nursing) program. The nursing students became more field independent during their study in the distance-education undergraduate nursing program, apparently as a result of the self-directed learning environment of the distance-education program.
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