从护理学生的角度来看,基于工作场所的学习中的认知负载理论:应用路径分析
Shakiba Sadat Tabatabaee1, Sara Jambarsang2, Fatemeh Keshmiri3
1Kish International Campus, University of Tehran, Tehran, Iran.
BMC medical education
|June 18, 2024
概括
护士教育中的认知负载理论 (CLT) 表明,外在的认知负载显著影响决策能力. 管理外部负载是有效的工作场所学习和改善护理学生临床判断的关键.
科学领域:
- 护理教育 护理教育
- 认知心理学 认知心理学
- 临床决策 - 临床决策
背景情况:
- 基于工作场所的学习对于培养护理学生临床决策能力至关重要.
- 认知负载理论 (CLT) 为理解学习的心理需求提供了一个框架.
研究的目的:
- 检查护理学生的记忆,内在认知负载,外在认知负载和决策能力之间的关系.
- 为了验证CLT在临床工作场所学习环境中的适用性.
主要方法:
- 151名护理学生参与了这项研究.
- 使用标准化测试和库存评估工作记忆,认知负载 (内在,外在,外在) 和临床决策技能.
- 使用路径分析来建模认知负载组件与决策之间的关系.
主要成果:
- 基于CLT的拟议模型证明了很好的合适性.
- 外在的认知负载与护理学生的决策能力有显著的关联 (p<0.0001).
- 在不同学年内,内在的认知负载在不同学年之间有很大差异.
结论:
- 在护理教育中,CLT有效地模拟了记忆,认知负载和决策的相互作用.
- 外在的认知负载对决策能力的影响比内在的负载或记忆更大.
- 临床教育中的教学设计应侧重于管理外部认知负载,以提高护理学生的决策能力.
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