Analysis of Cognitively Activating Tasks in Vocational Education and Training of Nursing
Research output: Contributions to collected editions/works › Article in conference proceedings › Research
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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). ed. / Christof Nägele; Barbara E. Stalder; N. Kersh. Vol. VI VETNET, 2023. p. 214-223.
Research output: Contributions to collected editions/works › Article in conference proceedings › Research
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TY - CHAP
T1 - Analysis of Cognitively Activating Tasks in Vocational Education and Training of Nursing
AU - Schäfer, Miriam
AU - Wesselborg, Bärbel
AU - Weyland, Ulrike
AU - Kleinknecht, Marc
AU - Koschel, Wilhelm
AU - Klar, Kristin
PY - 2023/8/2
Y1 - 2023/8/2
N2 - 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 nursingteacher education.
AB - 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 nursingteacher education.
KW - Educational science
KW - cognitive activation
KW - task
KW - quality of teaching
KW - nursing
KW - germany
U2 - 10.5281/zenodo.8209119
DO - 10.5281/zenodo.8209119
M3 - Article in conference proceedings
VL - VI
SP - 214
EP - 223
BT - Trends in vocational education and training research
A2 - Nägele, Christof
A2 - Stalder, Barbara E.
A2 - Kersh, N.
PB - VETNET
ER -