Analysis of Cognitively Activating Tasks in Vocational Education and Training of Nursing
Research output: Contributions to collected editions/works › Article in conference proceedings › Research
Authors
Context: So far, it is unclear to what extent cognitively activating tasks are used in vocational education and training in nursing.
Approach: In the mixed method study, carried out at the University of Münster, the Fliedner University of Applied Sciences Düsseldorf and the Leuphana University Lüneburg (all Germany), nursing teachers (n=20) were interviewed about their leading task design criteria. Furthermore, learning tasks (n=20) from everyday nursing lessons were analysed regarding their potential for cognitive activation. Preliminary work is used for task analysis in which a further differentiated subject-didactic category system has been developed to assess the cognitive-activating potential of tasks in the vocational training of nursing. With seven dimensions, this first instrument enables a differentiated assessment of the cognitive potential of tasks in the vocational training of nursing.
Findings: The findings so far show that only some of the nursing teachers are able to consciously construct cognitively activating tasks while observing the necessary subject-didactic requirements. Two first types are described.
Conclusion: In the future, task construction should be discussed in more detail in nursing
teacher education.
Approach: In the mixed method study, carried out at the University of Münster, the Fliedner University of Applied Sciences Düsseldorf and the Leuphana University Lüneburg (all Germany), nursing teachers (n=20) were interviewed about their leading task design criteria. Furthermore, learning tasks (n=20) from everyday nursing lessons were analysed regarding their potential for cognitive activation. Preliminary work is used for task analysis in which a further differentiated subject-didactic category system has been developed to assess the cognitive-activating potential of tasks in the vocational training of nursing. With seven dimensions, this first instrument enables a differentiated assessment of the cognitive potential of tasks in the vocational training of nursing.
Findings: The findings so far show that only some of the nursing teachers are able to consciously construct cognitively activating tasks while observing the necessary subject-didactic requirements. Two first types are described.
Conclusion: In the future, task construction should be discussed in more detail in nursing
teacher education.
| Original language | English |
|---|---|
| Title of host publication | Trends in vocational education and training research : Vol. VI. Proceedings of the European Conference on Educational Research (ECER), Voca- tional Education and Training Network (VETNET) |
| Editors | Christof Nägele, Barbara E. Stalder, N. Kersh |
| Number of pages | 10 |
| Volume | VI |
| Publisher | VETNET |
| Publication date | 02.08.2023 |
| Pages | 214-223 |
| ISBN (electronic) | 9798854653626 |
| DOIs | |
| Publication status | Published - 02.08.2023 |
- Educational science - cognitive activation, task, quality of teaching, nursing, germany