Environmental: Topic Four Flashcards

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1
Q

What is topic four?

A

Ergonomics - human factors

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2
Q

What did Drews and Doig do as their research?

A

Evaluation of a configural vital signs (CVS) display for intensive care unit nurses

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3
Q

What was D and D’s aim?

A

To develop and evaluate a CVS display that would help nurses in ICU to detect deterioration in a patient by not just giving them numerical data but giving them graphical data that represented trends over time

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4
Q

Describe the sample in D and D?

A

42 nurses with a minimum of one year’s experience of working in ICU. Mean age of 44.6 (25-64) and 69% were female

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5
Q

What were the nurses presented with?

A

Four different patient scenarios

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6
Q

What were the four difference scenarios?

A

Early sepsis, septic shock, pulmonary embolus and stable condition

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7
Q

What were they given in order to come to a conclusion about the scenario?

A

Vital signs information on a 15 inch desktop computer and also given information about the patients medical history and past and present medications

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8
Q

How long did the nurses have to complete each scenario?

A

5 minutes

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9
Q

What was the IV in D and D?

A

How the data was presented

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10
Q

Describe the way in which half the participants received the data on the traditional ICU display

A

Information on patients current state was available in numerical form with trend data being accessible through a single key press

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11
Q

Describe the CVS display presented to the other half of the nurses

A

Thin grey rectangle represented the normal thresholds, solid white rectangle represented the range of the patients heart rate and blood pressure and a CSO (current state object) represented the patients current state (how stable they were and the oxygen saturation in the blood)

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12
Q

What was the DV in D and D?

A

The response time and the accuracy of data interpretation

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13
Q

What were the results in terms of response times?

A

The nurses in the CVS display condition identified the patients state 48% quicker in the septic shock scenario, 38% quicker in the pulmonary embolism condition and were significantly quicker at identifying the stable patient

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14
Q

What were the results in terms of accuracy of the assessments?

A

Were more accurate at diagnosing the septic shock and pulmonary embolism also were significantly more accurate. In addition, nurses reported significantly lower mental demand from the CVS display

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15
Q

What did Brown and Poulton look into?

A

Secondary task performance

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16
Q

What were the two areas where P’s could’ve been driving?

A

Shopping centre or residential area

17
Q

While driving they were played a tape containing number sequences, what did they have to do?

A

Identify when the sequence had changed

18
Q

What were the results from B and P?

A

P’s made more errors in the shopping centre than in the residential area as they had to pay more attention to their stimuli of primary task and therefore had less mental capacity left for the secondary task

19
Q

What did Miller look into?

A

Short term memory and chunking

20
Q

What are the two different parts of memory?

A

Short term and long term

21
Q

Understanding how memory works might help with what?

A

With reducing danger of cognitive overload

22
Q

What did Miller suggest in regards to memory?

A

That we have limits and that the magic number is 7 plus or minus 2

23
Q

What did Miller refer to?

A

The digit span technique

24
Q

What was Mayo studying in the Hawthorne studies?

A

How light levels impact productivity at the Western electric company in 1920

25
Q

What did Mayo find?

A

That levels of productivity increased regardless of the lights being changed

26
Q

What did Mayo believe?

A

That the mere fact that P’s knew they were being observed increased their productivity and motivation

27
Q

What did Stone look into?

A

Whether study is affective by setting (open/private), colour (red/white/blue) or type of task (reading/maths)

28
Q

How many students took part in Stone’s study?

A

144 students divided into 12 conditions

29
Q

What else did the students have to complete as well as the reading or maths task (stone)?

A

A mood questionnaire

30
Q

Where was the most and least positive mood in the open plan room?

A

Most - blue

Least - red

31
Q

In the private room, what was the most and least positive mood?

A

Most - red

Least - blue

32
Q

What showed little effect on mood (stone)?

A

Privacy