The Effects of Task Characteristics and Cognitive Loading on Clinical Examination Performance in Nursing Students

2.50
Hdl Handle:
http://hdl.handle.net/10755/621977
Category:
Full-text
Format:
Text-based Document
Type:
Poster
Level of Evidence:
N/A
Research Approach:
N/A
Title:
The Effects of Task Characteristics and Cognitive Loading on Clinical Examination Performance in Nursing Students
Author(s):
Pai, Hsiang-Chu
Lead Author STTI Affiliation:
Non-member
Author Details:
Hsiang-Chu Pai, PhD, RN, Professional Experience: Author or coauthor of 26 publications primarily relating to nursing education and other women health care. Numerous papers are presented at nursing science conferences. My publications as follows (for example): 1.Eng, C.-J., & Pai, H.-C.* (2015). Determinants of nursing competence of nursing students in Taiwan: The role of self-reflection and insight. Nurse Education Today, 35(3), 450-455. 2.Pai, H. C., Eng, C.J., & Ko, H. L. (2013). Effect of caring behavior on disposition toward critical thinking of nursing students. Journal of Professional Nursing, 29(6), 423-429. 3.Pai, H. C., & Eng, C.J. i2013). The relationships among critical thinking disposition, caring behavior, and learning styles in student nurses. Open Journal of Nursing, 3, 249-256. Author Summary: Dr. Hsiang Ch Pai is an assistant professor in Department of Nursing at Chung-Shan Medical University, Taiwan. She obtained her PhD degree in Nursing from Chung-Shan Medical University. Her studies are focused on nursing education and women health.
Abstract:

Purpose:  

The integration and education and practice has received wide attention in the nursing profession. In this regard, the objective structured clinical examination (OSCE) is being increasingly used with students in nursing programs in Taiwan before they enter clinical practice in hospitals. Most studies, however, examine OSCE’s advantage, while few focus on the impact of task characteristics and the relationship between task characteristics, task cognitive loading, and skill performance for the OSCE.The purpose of this study was to examine the task characteristics of and cognitive loading that occurs during OSCE administration among third-year nursing students who are seeking a baccalaureate in nursing and to explore the association between the task characteristics, cognitive loading, and clinical examination performance.

 Methods:

A correlation study design was employed. A total of 118 nursing students who sat for the clinical examination were recruited. The data were collected in January 2015. Students’ ages ranged from 21 to 31, and the mean age was 21.68 (SD =1.23). The majority of students were female (78.05 %).The measures included task characteristic, task cognitive loading, and skill performance scores. The structural equation modeling (SEM) approach with partial least squares (PLS) was used in the data analysis.

 Results:  

The results of this study indicated that students perceived the top dimensions of the task characteristics of the OSCE was “task significance”. Further, “task identity and feedback from job” and “task autonomy” had a significant negative effect on task cognitive loading (β = -0.14; β = ‑0.18, p < .05), respectively. In contrast, “task variety and significance” had a significant positive effect on cognitive loading (β = 0.20, p < .01), and cognitive loading had a significant negative effect on student’s OSCE performance score (β = -0.25, p < .001).

Conclusion:  

We found that increased task variety and significance and reduced task autonomy, task identity, and feedback during OSCE were associated with increased task cognitive load, which, in turn, reduces OSCE performance. This study demonstrated that task cognitive loading plays an important role between students’ perceived task characteristics and performance during the OSCE. We suggest that skill examination begin with the presentation of a simple strategy (low element interactivity) and gradually work up to more complex tasks.

Keywords:
cognitive load; nursing student; task characteristics
Repository Posting Date:
20-Jul-2017
Date of Publication:
20-Jul-2017
Other Identifiers:
INRC17PST155
Conference Date:
2017
Conference Name:
28th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International
Conference Location:
Dublin, Ireland
Description:
Event Theme: Influencing Global Health Through the Advancement of Nursing Scholarship

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePosteren
dc.evidence.levelN/Aen
dc.research.approachN/Aen
dc.titleThe Effects of Task Characteristics and Cognitive Loading on Clinical Examination Performance in Nursing Studentsen_US
dc.contributor.authorPai, Hsiang-Chuen
dc.contributor.departmentNon-memberen
dc.author.detailsHsiang-Chu Pai, PhD, RN, Professional Experience: Author or coauthor of 26 publications primarily relating to nursing education and other women health care. Numerous papers are presented at nursing science conferences. My publications as follows (for example): 1.Eng, C.-J., & Pai, H.-C.* (2015). Determinants of nursing competence of nursing students in Taiwan: The role of self-reflection and insight. Nurse Education Today, 35(3), 450-455. 2.Pai, H. C., Eng, C.J., & Ko, H. L. (2013). Effect of caring behavior on disposition toward critical thinking of nursing students. Journal of Professional Nursing, 29(6), 423-429. 3.Pai, H. C., & Eng, C.J. i2013). The relationships among critical thinking disposition, caring behavior, and learning styles in student nurses. Open Journal of Nursing, 3, 249-256. Author Summary: Dr. Hsiang Ch Pai is an assistant professor in Department of Nursing at Chung-Shan Medical University, Taiwan. She obtained her PhD degree in Nursing from Chung-Shan Medical University. Her studies are focused on nursing education and women health.en
dc.identifier.urihttp://hdl.handle.net/10755/621977-
dc.description.abstract<p><strong><strong>Purpose: </strong> </strong></p> <p><span lang="EN-US">The integration and education and practice has</span><span lang="EN-US"> </span><span lang="EN-US">received wide attention in the nursing profession. </span><span lang="EN-US">In this regard, the objective structured clinical examination (OSCE) is being increasingly used with students in nursing programs in Taiwan before they enter clinical practice in hospitals. Most studies, however, examine OSCE’s advantage, while few</span><span lang="EN-US"> focus on the impact of task characteristics and the relationship between task characteristics, task cognitive loading, and skill performance for the OSCE.</span><span lang="EN-US">The purpose of this study was to examine the task characteristics of and cognitive loading that occurs during OSCE administration among third-year nursing students who are seeking a baccalaureate in nursing and to explore the association between the task characteristics, cognitive loading, and clinical examination performance.</span></p> <p> <strong>Methods:</strong></p> <p><span lang="EN-US">A correlation study design was employed. A total of 118 nursing students who sat for the clinical examination were recruited. The data were collected in January 2015. Students’ ages ranged from 21 to 31, and the mean age was 21.68 (SD =1.23). The majority of students were female (78.05 %).The measures included task characteristic, task cognitive loading, and skill performance scores. T</span><span lang="EN-US">he structural equation modeling (SEM) approach with partial least squares (PLS) was used in the data analysis.</span></p> <p> <strong><strong>Results: </strong> </strong></p> <p>The results of this study indicated that students perceived the top dimensions of the task characteristics of the OSCE was “task significance”. Further, “task identity and feedback from job” and “task autonomy” had a significant negative effect on task cognitive loading (<em>β</em> = -0.14; <em>β</em> = ‑0.18,<em> p</em> < .05), respectively. In contrast, “task variety and significance” had a significant positive effect on cognitive loading (<em>β</em> = 0.20,<em> p</em> < .01), and cognitive loading had a significant negative effect on student’s OSCE performance score (<em>β</em> = -0.25, <em>p</em> < .001).</p> <p><strong><strong>Conclusion: </strong> </strong></p> <p><span lang="EN-US">We found that increased task variety and significance and reduced task autonomy, task identity, and feedback during OSCE were associated with increased task cognitive load, which, in turn, reduces OSCE performance. This study demonstrated that task cognitive loading plays an important role between students’ perceived task characteristics and performance during the OSCE. We suggest that skill examination begin with the presentation of a simple strategy (low element interactivity) and gradually work up to more complex tasks.</span></p>en
dc.subjectcognitive loaden
dc.subjectnursing studenten
dc.subjecttask characteristicsen
dc.date.available2017-07-20T14:58:21Z-
dc.date.issued2017-07-20-
dc.date.accessioned2017-07-20T14:58:21Z-
dc.conference.date2017en
dc.conference.name28th International Nursing Research Congressen
dc.conference.hostSigma Theta Tau Internationalen
dc.conference.locationDublin, Irelanden
dc.descriptionEvent Theme: Influencing Global Health Through the Advancement of Nursing Scholarshipen
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