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TIDES: examining the influence of temporal individual differences on multitasking in educational simulation

BACKGROUND: The majority of tasks nurses complete in acute care settings are time-sensitive. Due to complex patient needs, nurses’ multitasking behavior is of growing importance. Situations involving multitasking behavior typically require nurses to switch their attention among multiple tasks and pa...

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Autores principales: Franklin, Ashley E., Thielke, Laura, Gilbert, Gregory E., Waller, Mary
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2020
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7650193/
https://www.ncbi.nlm.nih.gov/pubmed/33292769
http://dx.doi.org/10.1186/s41077-020-00144-y
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author Franklin, Ashley E.
Thielke, Laura
Gilbert, Gregory E.
Waller, Mary
author_facet Franklin, Ashley E.
Thielke, Laura
Gilbert, Gregory E.
Waller, Mary
author_sort Franklin, Ashley E.
collection PubMed
description BACKGROUND: The majority of tasks nurses complete in acute care settings are time-sensitive. Due to complex patient needs, nurses’ multitasking behavior is of growing importance. Situations involving multitasking behavior typically require nurses to switch their attention among multiple tasks and patients in a rapid fashion. Research suggests temporal individual differences such as time urgency, polychronicity, and time perspective influence decision-making. The factors suggest that balanced time perspective may facilitate multitasking. Given novice nurses commit errors related to multitasking, we evaluated the relationship between temporal individual differences, cognitive workload, and multitasking behaviors in a simulation setting. METHODS: A one-group repeated measures design was used to evaluate the relationship between multitasking, demographic factors, cognitive workload, and temporal individual differences. One hundred sixty fourth-year, prelicensure nursing students independently completed two 45-min multiple patients simulations involving care of three interactive patient simulators. Participants completed the Multitasking Preference Inventory, Time Perspective Inventory, Experiences of Time survey, and Time Urgency Scale before simulation. A summary Creighton Simulation Evaluation Instrument score was used to represent multitasking. Participants completed the Task Load Index to represent cognitive workload. We calculated deviation from balanced time perspective and measured its correlation with multitasking. Regression models calculated how much variance deviation from balanced time perspective, demographic factors, and cognitive workload contributed to multitasking. RESULTS: Standardized test scores were more predictive of multitasking than deviation from balanced time perspective (β = 0.19, t = 2.48, p = 0.0142). As deviation from balanced time perspective increased, multitasking behaviors decreased (r = − 0.17), participants reported a higher sense of urgency (r = 0.39), and they had more frustration after simulation (r = 0.22). Deviation from balanced time perspective did not influence cognitive workload. CONCLUSIONS: Nursing students who demonstrate multitasking behaviors tend to have a more balanced time perspective. Knowing students’ deviation from balanced time perspective may help educators anticipate who will need more assistance with multitasking in simulation. Nursing students frequently wait until just before graduation to provide care for multiple patients; including mention of deviation from balanced time perspective in simulation preparation may help senior nursing students become more self-aware and ultimately improve behavioral performance.
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spelling pubmed-76501932020-11-09 TIDES: examining the influence of temporal individual differences on multitasking in educational simulation Franklin, Ashley E. Thielke, Laura Gilbert, Gregory E. Waller, Mary Adv Simul (Lond) Research BACKGROUND: The majority of tasks nurses complete in acute care settings are time-sensitive. Due to complex patient needs, nurses’ multitasking behavior is of growing importance. Situations involving multitasking behavior typically require nurses to switch their attention among multiple tasks and patients in a rapid fashion. Research suggests temporal individual differences such as time urgency, polychronicity, and time perspective influence decision-making. The factors suggest that balanced time perspective may facilitate multitasking. Given novice nurses commit errors related to multitasking, we evaluated the relationship between temporal individual differences, cognitive workload, and multitasking behaviors in a simulation setting. METHODS: A one-group repeated measures design was used to evaluate the relationship between multitasking, demographic factors, cognitive workload, and temporal individual differences. One hundred sixty fourth-year, prelicensure nursing students independently completed two 45-min multiple patients simulations involving care of three interactive patient simulators. Participants completed the Multitasking Preference Inventory, Time Perspective Inventory, Experiences of Time survey, and Time Urgency Scale before simulation. A summary Creighton Simulation Evaluation Instrument score was used to represent multitasking. Participants completed the Task Load Index to represent cognitive workload. We calculated deviation from balanced time perspective and measured its correlation with multitasking. Regression models calculated how much variance deviation from balanced time perspective, demographic factors, and cognitive workload contributed to multitasking. RESULTS: Standardized test scores were more predictive of multitasking than deviation from balanced time perspective (β = 0.19, t = 2.48, p = 0.0142). As deviation from balanced time perspective increased, multitasking behaviors decreased (r = − 0.17), participants reported a higher sense of urgency (r = 0.39), and they had more frustration after simulation (r = 0.22). Deviation from balanced time perspective did not influence cognitive workload. CONCLUSIONS: Nursing students who demonstrate multitasking behaviors tend to have a more balanced time perspective. Knowing students’ deviation from balanced time perspective may help educators anticipate who will need more assistance with multitasking in simulation. Nursing students frequently wait until just before graduation to provide care for multiple patients; including mention of deviation from balanced time perspective in simulation preparation may help senior nursing students become more self-aware and ultimately improve behavioral performance. BioMed Central 2020-11-09 /pmc/articles/PMC7650193/ /pubmed/33292769 http://dx.doi.org/10.1186/s41077-020-00144-y Text en © The Author(s) 2020 Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated in a credit line to the data.
spellingShingle Research
Franklin, Ashley E.
Thielke, Laura
Gilbert, Gregory E.
Waller, Mary
TIDES: examining the influence of temporal individual differences on multitasking in educational simulation
title TIDES: examining the influence of temporal individual differences on multitasking in educational simulation
title_full TIDES: examining the influence of temporal individual differences on multitasking in educational simulation
title_fullStr TIDES: examining the influence of temporal individual differences on multitasking in educational simulation
title_full_unstemmed TIDES: examining the influence of temporal individual differences on multitasking in educational simulation
title_short TIDES: examining the influence of temporal individual differences on multitasking in educational simulation
title_sort tides: examining the influence of temporal individual differences on multitasking in educational simulation
topic Research
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7650193/
https://www.ncbi.nlm.nih.gov/pubmed/33292769
http://dx.doi.org/10.1186/s41077-020-00144-y
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