Remembering to Resume: A Randomized Trial Comparing Combined Interruption Management Training and Simulation-Based Education to Simulation-Based Education Alone

AIM

This study aimed to determine if purposeful presimulation interruption management training impacts cognitive load and successful completion of simulation objectives more than the experience alone.

BACKGROUND

Practicing nurses are frequently interrupted, increasing the risk for error and task time. Novices are particularly vulnerable to interruption consequences.

METHOD

A between-subjects design and block randomization of prelicensure baccalaureate nursing students ( n = 146) was used to compare group differences in cognitive load, use of interruption management strategies, and completion of simulation required elements. Potential relationships between outcomes and age, mindfulness, and experience were explored.

RESULTS

An analysis of covariance demonstrated significantly lower perceived mental demand for those receiving training. Older learners and those receiving training implemented more interruption management strategies.

CONCLUSION

Combining simulation-based education (SBE) with purposeful training enhances interruption management more than SBE alone. Frequent interruption training and SBE are recommended to enhance risk awareness.

Impact of Instructional Strategies on Motivation and Engagement for Simulation-Based Training of Robot-Aided ISR Tasks

The U.S. Army projects a considerable increase in the number of operational Unmanned Ground Systems (UGS) within the next ten years. There is a need to enhance UGS capabilities to support remote Intelligence, Surveillance, Reconnaissance (ISR) operations involving the identification of High-Value Individuals (HVI). Emerging UGS capability requirements will inevitably result in new or revised training requirements. The U.S. Army identifies Simulation-Based Training (SBT) as a required training platform for robot-aided ISR tasks utilizing UGSs. In order to implement an effective SBT system, there are several factors to consider related to training systems design and trainee needs. Factors addressed in this study include the selection of effective SBT instructional strategies and the impact on trainee motivation and engagement. Results from this study contribute to design and future research recommendations regarding SBT for robot-aided ISR tasks.