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environments to human abilities and limitations, reducing mistakes, physical discomfort and avoidable demands on users."},{"text":"To maximise speed, workload and task complexity.","correct":false,"explanation":"Maximising speed regardless of demand can increase fatigue and mistakes. Human-centred design instead aims to reduce error, discomfort and unnecessary effort."},{"text":"To make users adapt to technical systems.","correct":false,"explanation":"Requiring users to adapt reflects technology-centred rather than ergonomic design. The purpose is to reduce error, discomfort and unnecessary effort by fitting designs to people."},{"text":"To increase information, stimulation and mental effort.","correct":false,"explanation":"Increasing the amount of information may overload attention and memory. Ergonomic design aims to reduce error, discomfort and unnecessary effort rather than maximise stimulation."}]},{"id":"01705aaf-e641-4278-a4e4-dd58cf1f3644","cardType":"cloze","points":null,"front":"Cognitive ergonomics focuses on mental processes in [ ].","back":"Cognitive ergonomics focuses on mental processes in human-technology systems.","mcqOptions":[{"text":"human-technology systems","correct":true,"explanation":"Cognitive ergonomics examines how attention, perception, memory and decision-making interact with technology, seeking to make human-technology systems safer and easier to use."},{"text":"physical-work environments","correct":false,"explanation":"Physical work environments are relevant mainly to physical ergonomics, which concerns posture and bodily demands. Cognitive ergonomics specifically studies mental processes in human-technology systems."},{"text":"human-resource systems","correct":false,"explanation":"Human-resource systems concern staffing and personnel management rather than interactions between cognition and technology. The required term is human-technology systems."},{"text":"social-support systems","correct":false,"explanation":"Social-support systems may influence wellbeing, but they are not the defining context of cognitive ergonomics. Its focus is mental processing within human-technology systems."}]},{"id":"76b528a2-cb75-43c0-a186-fe12dfa7f681","cardType":"basic","points":2,"front":"Why should workplace design match how people notice, remember and prioritise information?","back":"It supports accurate action under pressure.","mcqOptions":[{"text":"It supports accurate action under pressure.","correct":true,"explanation":"Matching design to attention, memory and prioritisation helps workers select and interpret important information correctly, supporting accurate action even when time or workload creates pressure."},{"text":"It encourages greater conscious effort under pressure.","correct":false,"explanation":"Workplace design should reduce rather than increase reliance on conscious effort. Matching human cognition supports accurate action under pressure by making relevant information easier to process."},{"text":"It promotes selective neglect of important signals.","correct":false,"explanation":"Ignoring important signals would increase the risk of missed information and errors. Suitable workplace design instead supports accurate action under pressure."},{"text":"It enables equal attention to every stimulus.","correct":false,"explanation":"Dividing attention across competing demands can impair performance, especially under pressure. Design should match cognitive processes so that workers can act accurately under pressure."}]},{"id":"be9308af-e4b7-4403-81c6-184a097f1e7b","cardType":"cloze","points":null,"front":"Cognitive overload occurs when information demands exceed [ ] and [ ] capacity.","back":"Cognitive overload occurs when information demands exceed attentional and working-memory capacity.","mcqOptions":[{"text":"Cognitive overload occurs when information demands exceed attentional and working-memory capacity.","correct":true,"explanation":"Cognitive overload arises when demands exceed the limited attention available for selecting information and the limited working-memory capacity available for temporarily holding and processing it."},{"text":"Cognitive overload occurs when information demands exceed long-term-memory and sensory-memory capacity.","correct":false,"explanation":"Long-term memory has a very large capacity and sensory capacity is not the key combined limitation here. Overload occurs when attentional and working-memory capacity are exceeded."},{"text":"Cognitive overload occurs when information demands exceed attentional and long-term-memory capacity.","correct":false,"explanation":"Attention is limited, but long-term memory is not the temporary processing bottleneck described. Cognitive overload occurs when attentional and working-memory capacity are exceeded."},{"text":"Cognitive overload occurs when information demands exceed perceptual and physical-endurance capacity.","correct":false,"explanation":"Perceptual processing and physical endurance can constrain performance, but cognitive overload specifically reflects demands exceeding attentional and working-memory capacity."}]},{"id":"536d1cac-2033-49f7-98fa-1c1e1def11b9","cardType":"basic","points":2,"front":"If ICU vital signs are shown as separate numbers, what extra mental work does the nurse do?","back":"The nurse must mentally integrate separate readings.","mcqOptions":[{"text":"The nurse must mentally integrate separate readings.","correct":true,"explanation":"Separate numerical displays require the nurse to hold, compare and combine several values mentally before identifying the patient’s overall condition or a meaningful pattern."},{"text":"The nurse can recognise the overall pattern automatically.","correct":false,"explanation":"Separate values do not automatically reveal the overall pattern. The nurse must mentally integrate separate readings, adding demands on attention and working memory."},{"text":"The nurse can avoid comparing related measurements.","correct":false,"explanation":"Displaying vital signs separately increases rather than removes the need for comparison. The nurse must mentally integrate separate readings to judge the overall clinical picture."},{"text":"The nurse must interpret each reading in isolation.","correct":false,"explanation":"Separate readings do not remove the need for interpretation and may make it harder. The nurse must mentally integrate them to identify clinically significant patterns."}]},{"id":"57b6f5a0-dac0-4832-9a80-dd2205d67fdf","cardType":"basic","points":2,"front":"What can poorly organised extra information do to workplace performance?","back":"It can increase cognitive overload and worsen performance.","mcqOptions":[{"text":"It can increase cognitive overload and worsen performance.","correct":true,"explanation":"Additional information consumes attention and working-memory resources when it is poorly structured, increasing cognitive overload and making workplace performance less efficient and accurate."},{"text":"It can eliminate cognitive overload and improve performance.","correct":false,"explanation":"Extra information does not automatically improve performance; poor organisation can burden limited mental resources. It can increase cognitive overload and worsen performance."},{"text":"It can simplify information selection and improve performance.","correct":false,"explanation":"Poor organisation makes relevant material harder, not easier, to identify. It can increase cognitive overload and worsen performance by consuming attention and working-memory capacity."},{"text":"It can encourage automatic processing and improve performance.","correct":false,"explanation":"Automatic processing develops through extensive practice rather than simply adding poorly organised material. Such information can increase cognitive overload and worsen workplace performance."}]},{"id":"8e02117d-4343-4995-9e9f-534a78aaed95","cardType":"basic","points":2,"front":"Under time pressure, how can cognitive overload affect decisions?","back":"Decisions become slower and more error-prone.","mcqOptions":[{"text":"Decisions become slower and more error-prone.","correct":true,"explanation":"When limited attention and working memory are overloaded, processing takes longer and relevant information is more easily missed or misinterpreted, making decisions slower and more error-prone."},{"text":"Decisions become faster and more accurate.","correct":false,"explanation":"Overload does not reliably improve either speed or accuracy. Under time pressure, strained attention and working memory make decisions slower and more error-prone."},{"text":"Decisions become faster and more error-prone.","correct":false,"explanation":"Although rushed decisions may sometimes be fast, cognitive overload does not guarantee greater speed. Overall, the extra processing burden makes decisions slower and more error-prone."},{"text":"Decisions become slower and more accurate.","correct":false,"explanation":"Cognitive overload impairs accuracy rather than improving it because important information may be missed or mishandled. Decisions therefore become slower and more error-prone."}]},{"id":"48f0f332-1072-4196-8e6d-8756054d1e05","cardType":"basic","points":1,"front":"Why is observation useful in workplace research?","back":"It shows what workers actually do, not just self-reports.","mcqOptions":[{"text":"It shows what workers actually do, not just self-reports.","correct":true,"explanation":"Direct observation captures workers’ real behaviour, routines and adaptations in context, which may differ from what they remember or choose to report."},{"text":"It shows what workers privately think, not just self-reports.","correct":false,"explanation":"Observation records behaviour rather than directly revealing private thoughts and feelings. Its value is showing what workers actually do instead of relying only on self-reports."},{"text":"It shows how workers behave without context, not just self-reports.","correct":false,"explanation":"Observation does not remove workplace influences or create a fully controlled setting. It is useful because it shows what workers actually do, not merely what they report."},{"text":"It shows behaviour unaffected by researcher presence, not just self-reports.","correct":false,"explanation":"Observation cannot guarantee behaviour is unaffected by being watched, particularly if workers know the researcher is present. It primarily shows what workers actually do rather than relying on self-reports."}]},{"id":"46ba203b-49d3-4821-9181-1de226167e04","cardType":"cloze","points":null,"front":"The Hawthorne effect is behaviour change caused by knowing one is [ ].","back":"The Hawthorne effect is behaviour change caused by knowing one is being observed or studied.","mcqOptions":[{"text":"being observed or studied","correct":true,"explanation":"Awareness of being observed or studied can cause participants to alter their usual behaviour, producing the reactivity known as the Hawthorne effect."},{"text":"working under time pressure","correct":false,"explanation":"Time pressure can influence performance, but it does not define the Hawthorne effect. The effect specifically occurs when people change their behaviour because they know they are being observed or studied."},{"text":"receiving financial rewards","correct":false,"explanation":"Financial rewards may change behaviour through incentives, not through the Hawthorne effect. The Hawthorne effect results from knowing that one is being observed or studied."},{"text":"performing an unfamiliar task","correct":false,"explanation":"Task unfamiliarity may reduce performance through lack of experience, but it is not the Hawthorne effect. That effect is behaviour change caused by awareness of being observed or studied."}]},{"id":"0ab3290b-c43d-4389-b695-9b30c17ec881","cardType":"basic","points":2,"front":"Why can observation reduce ecological validity in workplace research?","back":"Observed workers may behave differently from normal.","mcqOptions":[{"text":"Observed workers may behave differently from normal.","correct":true,"explanation":"Knowing that they are being observed may make workers alter their ordinary behaviour. The findings therefore become less representative of behaviour in a natural workplace."},{"text":"Observed workers may perform tasks more accurately than normal.","correct":false,"explanation":"Workers might become more accurate under observation, but accuracy is only one possible behavioural change. Ecological validity falls more generally because observed workers may behave differently from normal."},{"text":"Observed workers may forget the purpose of the research.","correct":false,"explanation":"Forgetting the research purpose does not explain reduced ecological validity. The key problem is reactivity: workers who know they are observed may behave differently from normal."},{"text":"Observed workers may be randomly allocated to conditions.","correct":false,"explanation":"Random allocation concerns control of participant variables rather than ecological validity. Observation reduces realism when workers alter their normal behaviour because they know they are being watched."}]},{"id":"8b8a7ca8-be61-470d-af44-7c14623927ad","cardType":"basic","points":2,"front":"What ethical concern arises if workplace monitoring is hidden or constant?","back":"It may violate respect, consent and confidentiality.","mcqOptions":[{"text":"It may violate respect, consent and confidentiality.","correct":true,"explanation":"Hidden or continuous monitoring can undermine workers’ autonomy, occur without informed consent, and expose private information. This creates concerns involving respect, consent and confidentiality."},{"text":"It may violate reliability, validity and objectivity.","correct":false,"explanation":"Reliability, validity and objectivity concern research quality rather than participants’ ethical rights. Hidden or constant monitoring may instead violate respect, consent and confidentiality."},{"text":"It may violate productivity, efficiency and accuracy.","correct":false,"explanation":"Productivity, efficiency and accuracy are workplace performance measures, not core ethical protections. Covert or continuous monitoring raises ethical concerns about respect, informed consent and confidentiality."},{"text":"It may violate randomisation, control and replication.","correct":false,"explanation":"Randomisation, control and replication are features of research design rather than ethical principles. Hidden or constant monitoring may violate workers’ respect, consent and confidentiality."}]},{"id":"7fe0992b-4754-4681-8e2d-3be1716452a7","cardType":"cloze","points":null,"front":"A configural display presents related information as one [ ].","back":"A configural display presents related information as one overall visual pattern.","mcqOptions":[{"text":"overall visual pattern","correct":true,"explanation":"A configural display integrates several related data values into a single overall visual pattern, helping users detect meaningful relationships and changes quickly."},{"text":"sequence of written instructions","correct":false,"explanation":"Written instructions guide task performance but do not define a configural display. A configural display combines related information into one overall visual pattern."},{"text":"series of separate numerical values","correct":false,"explanation":"Separate numerical values require each measure to be interpreted individually, which is the opposite of configural presentation. A configural display integrates information into one overall visual pattern."},{"text":"spoken warning message","correct":false,"explanation":"A spoken warning is an auditory alert rather than a configural display. Configural displays visually combine related information into one overall visual pattern."}]},{"id":"c2c524a9-f863-4d44-874b-07bb5b1d21ee","cardType":"basic","points":1,"front":"Which named study evaluated a configural vital-sign display for ICU nurses?","back":"Drews and Doig (2014).","mcqOptions":[{"text":"Drews and Doig (2014).","correct":true,"explanation":"Drews and Doig’s 2014 study used a simulation to assess whether a configural vital-sign display improved intensive care nurses’ interpretation of patient conditions."},{"text":"Chapanis and Lindenbaum (1959).","correct":false,"explanation":"Chapanis and Lindenbaum studied control design and compatibility rather than an ICU vital-sign display. The configural display study was conducted by Drews and Doig in 2014."},{"text":"Reason and Mycielska (1982).","correct":false,"explanation":"Reason and Mycielska are associated with everyday errors and absent-minded actions, not the ICU configural display study. That evaluation was conducted by Drews and Doig in 2014."},{"text":"Broadbent and Gregory (1965).","correct":false,"explanation":"Broadbent and Gregory investigated attention and signal detection rather than ICU display design. Drews and Doig’s 2014 study evaluated the configural vital-sign display."}]},{"id":"31298d8c-63f5-471e-b76d-4b33cc6bbd21","cardType":"basic","points":2,"front":"What was Drews and Doig’s aim?","back":"To test whether a configural display improved ICU nurses’ patient interpretation.","mcqOptions":[{"text":"To test whether a configural display improved ICU nurses’ patient interpretation.","correct":true,"explanation":"The researchers compared display formats to determine whether presenting vital signs configurally helped qualified ICU nurses interpret patients’ conditions more effectively."},{"text":"To test whether a warning alarm improved ICU nurses’ patient interpretation.","correct":false,"explanation":"The study focused on how vital signs were visually presented, not on the effectiveness of an alarm. Its aim was to test whether a configural display improved patient interpretation."},{"text":"To test whether a training programme improved ICU nurses’ patient interpretation.","correct":false,"explanation":"Training was not the manipulated factor in this simulation study. Drews and Doig tested whether using a configural display improved ICU nurses’ interpretation of patients."},{"text":"To test whether a reduced workload improved ICU nurses’ patient interpretation.","correct":false,"explanation":"Workload reduction was not the focus of the investigation. The researchers aimed to determine whether a configural display improved ICU nurses’ patient interpretation."}]},{"id":"4f7d0425-fe43-44ed-935f-6c89b88dbadb","cardType":"basic","points":1,"front":"Who were the participants in Drews and Doig’s simulation study?","back":"Qualified intensive care nurses.","mcqOptions":[{"text":"Qualified intensive care nurses.","correct":true,"explanation":"The simulation recruited qualified intensive care nurses because they had the specialist clinical knowledge and experience needed to interpret ICU patient information realistically."},{"text":"Student intensive care nurses.","correct":false,"explanation":"The sample was not made up of students, who would have less specialist experience and lower task realism. Drews and Doig recruited qualified intensive care nurses."},{"text":"Qualified emergency care doctors.","correct":false,"explanation":"Although emergency doctors have clinical expertise, they were not the participant group in this study. The simulation specifically involved qualified intensive care nurses."},{"text":"Untrained hospital volunteers.","correct":false,"explanation":"Untrained volunteers would lack the clinical expertise required to interpret complex vital signs realistically. Drews and Doig used qualified intensive care nurses as participants."}]},{"id":"1a6e154e-e60f-4b65-a8b0-9d6303fb78f2","cardType":"basic","points":1,"front":"What was the independent variable in Drews and Doig?","back":"The type of display.","mcqOptions":[{"text":"The type of display.","correct":true,"explanation":"The researchers manipulated which display format nurses used, making the type of display the independent variable. Patient interpretation performance was then measured as the outcome."},{"text":"The accuracy of interpretation.","correct":false,"explanation":"Interpretation accuracy was measured as an outcome, so it was a dependent variable rather than the independent variable. The manipulated variable was the type of display."},{"text":"The experience of the nurses.","correct":false,"explanation":"Nursing experience described the participants and was not deliberately manipulated between conditions. The independent variable was the type of display presented to them."},{"text":"The severity of the illness.","correct":false,"explanation":"Illness severity formed part of the simulated patient information rather than the principal manipulated comparison. The independent variable was the type of display used."}]},{"id":"38e2ace9-ddb3-4c4d-b2c7-c98b7858f250","cardType":"basic","points":1,"front":"Which dependent variable measured correctness of interpretation in Drews and Doig?","back":"Accuracy of interpretation.","mcqOptions":[{"text":"Accuracy of interpretation.","correct":true,"explanation":"Accuracy records whether participants interpreted each patient scenario correctly, so it directly measures the correctness of interpretation under each display condition."},{"text":"Speed of interpretation.","correct":false,"explanation":"Speed measures how quickly nurses interpreted the displays, not whether their interpretations were correct. Correctness was measured through accuracy of interpretation."},{"text":"Confidence in interpretation.","correct":false,"explanation":"Confidence is a subjective judgement about certainty and does not establish whether an interpretation is correct. Drews and Doig measured correctness using accuracy of interpretation."},{"text":"Number of interpretations.","correct":false,"explanation":"Counting interpretations would measure response quantity rather than correctness. The relevant dependent variable was accuracy of interpretation, which assessed whether responses were right."}]},{"id":"b108c1c9-a3a5-4f78-bed6-ac3df80abe7a","cardType":"cloze","points":null,"front":"Using a simulation let Drews and Doig present the same [ ] without risking [ ].","back":"Using a simulation let Drews and Doig present the same patient scenarios without risking patient care.","mcqOptions":[{"text":"Using a simulation let Drews and Doig present the same patient scenarios without risking patient care.","correct":true,"explanation":"Simulation allowed identical clinical situations to be presented under controlled display conditions while ensuring that incorrect decisions could not harm real patients or compromise their care."},{"text":"Using a simulation let Drews and Doig present the same nurse responses without risking patient care.","correct":false,"explanation":"Nurse responses were outcomes produced by participants, not material presented by researchers. The simulation presented the same patient scenarios while protecting patient care."},{"text":"Using a simulation let Drews and Doig present the same patient scenarios without risking researcher safety.","correct":false,"explanation":"The ethical advantage concerned preventing clinical decisions from harming patients, not protecting researchers. Identical patient scenarios could be presented without risking patient care."},{"text":"Using a simulation let Drews and Doig present the same questionnaire items without risking participant confidentiality.","correct":false,"explanation":"This confuses the simulation with questionnaire research and confidentiality procedures. It allowed researchers to repeat patient scenarios without placing real patient care at risk."}]},{"id":"b34d7edd-a700-4b40-bc25-de81e2530b86","cardType":"basic","points":2,"front":"How did simulation improve scientific control in Drews and Doig?","back":"Researchers could present the same scenarios across display conditions.","mcqOptions":[{"text":"Researchers could present the same scenarios across display conditions.","correct":true,"explanation":"Keeping patient scenarios constant meant that scenario difficulty and content could not explain performance differences, helping isolate the effect of the display condition."},{"text":"Researchers could present different scenarios across display conditions.","correct":false,"explanation":"Using different scenarios would introduce a confounding variable because differences in difficulty could affect performance. Control improved because researchers presented the same scenarios across conditions."},{"text":"Researchers could remove all participant differences across display conditions.","correct":false,"explanation":"Simulation cannot eliminate every individual difference between nurses. Its control came from presenting the same scenarios, making the display type the main systematic difference."},{"text":"Researchers could conceal the study’s purpose across display conditions.","correct":false,"explanation":"Concealing the aim concerns demand characteristics rather than standardisation. Scientific control improved because researchers could present the same scenarios in each display condition."}]},{"id":"5b9c710e-80d2-4c67-b1d3-b4a6e035cc37","cardType":"basic","points":2,"front":"What stronger conclusion follows from Drews and Doig?","back":"Technology designed around human cognition can improve performance.","mcqOptions":[{"text":"Technology designed around human cognition can improve performance.","correct":true,"explanation":"The configural display organised information to fit human perceptual and cognitive processes, improving interpretation and supporting the conclusion that cognition-centred technology can enhance performance."},{"text":"Technology that replaces human cognition can improve performance.","correct":false,"explanation":"The display supported nurses’ cognitive processing rather than replacing it. The evidence supports designing technology around human cognition to improve performance."},{"text":"Technology containing more information can improve performance.","correct":false,"explanation":"More information is not automatically beneficial and may increase cognitive load. Improvement depends on organising technology around human cognition, not simply increasing information quantity."},{"text":"Technology used without expert judgement can improve performance.","correct":false,"explanation":"The study does not show that expertise is unnecessary; nurses still interpreted the information. It supports technology designed around human cognition as an aid to performance."}]},{"id":"863eda7b-db50-49e8-8ca4-a1bd3d798114","cardType":"basic","points":2,"front":"Why does a configural display not replace nursing judgement?","back":"It supports expert decisions by making information easier to integrate.","mcqOptions":[{"text":"It supports expert decisions by making information easier to integrate.","correct":true,"explanation":"A configural display organises related information into an interpretable pattern, reducing integration demands while leaving the expert nurse responsible for evaluating the situation and deciding how to act."},{"text":"It makes expert decisions by selecting the appropriate treatment.","correct":false,"explanation":"The display presents integrated information but does not independently choose treatments. It supports expert decisions by helping nurses combine and interpret relevant clinical data."},{"text":"It removes expert decisions by automating clinical judgement.","correct":false,"explanation":"Automation does not replace the nurse’s contextual knowledge and responsibility. The display instead supports expert decisions by making complex information easier to integrate."},{"text":"It standardises expert decisions by preventing individual interpretation.","correct":false,"explanation":"The display does not prevent individual interpretation or force identical decisions. It supports expert decisions by improving how clinical information is integrated."}]},{"id":"aae8e2b8-ced4-4ce5-bb5f-6b4543e02a8a","cardType":"basic","points":2,"front":"Why may Drews and Doig’s simulation have limited ecological validity?","back":"It may miss real ICU pressure, interruptions, teamwork and fatigue.","mcqOptions":[{"text":"It may miss real ICU pressure, interruptions, teamwork and fatigue.","correct":true,"explanation":"A controlled simulation cannot fully reproduce the competing demands and social context of an actual intensive care unit, so nurses may behave differently in real practice."},{"text":"It may miss population representativeness, sample size, age and gender.","correct":false,"explanation":"These are mainly concerns about population validity and generalisability, not realism of the setting. Ecological validity is limited by missing real ICU pressure, interruptions, teamwork and fatigue."},{"text":"It may miss random allocation, counterbalancing, standardisation and controls.","correct":false,"explanation":"These are methodological controls rather than features of everyday ICU work. The ecological concern is that simulation may omit real ICU pressure, interruptions, teamwork and fatigue."},{"text":"It may miss statistical significance, effect sizes, reliability and replication.","correct":false,"explanation":"These concern data analysis and research reliability rather than real-world realism. Simulation may lack ecological validity because it misses real ICU pressure, interruptions, teamwork and fatigue."}]},{"id":"a430a194-4071-4532-95c2-70f8b94ddd6f","cardType":"cloze","points":null,"front":"A new display may seem harder because of [ ], or better because it [ ].","back":"A new display may seem harder because of unfamiliarity, or better because it attracts attention.","mcqOptions":[{"text":"A new display may seem harder because of unfamiliarity, or better because it attracts attention.","correct":true,"explanation":"Limited experience with a new display can temporarily impair performance, while its novelty can draw extra attention and temporarily enhance performance independently of its underlying design."},{"text":"A new display may seem harder because of familiarity, or better because it attracts attention.","correct":false,"explanation":"Familiarity would usually make a display easier, not harder. A new display may initially seem difficult because of unfamiliarity, while its novelty may improve performance by attracting attention."},{"text":"A new display may seem harder because of unfamiliarity, or better because it reduces attention.","correct":false,"explanation":"Reduced attention would be expected to impair rather than improve performance. A new display may appear better because its novelty attracts attention, although unfamiliarity can make it harder."},{"text":"A new display may seem harder because of practice, or better because it divides attention.","correct":false,"explanation":"Practice normally improves performance, while divided attention usually disrupts it. The relevant alternatives are difficulty from unfamiliarity and apparent improvement because novelty attracts attention."}]},{"id":"d462215a-a366-4aca-9125-86dae44b09a4","cardType":"basic","points":2,"front":"Why may findings from ICU nurses not generalise widely?","back":"ICU nurses are a specialised sample.","mcqOptions":[{"text":"ICU nurses are a specialised sample.","correct":true,"explanation":"Intensive care nurses possess particular expertise and experience that other nurses or healthcare workers may not share, so their responses may not represent broader populations."},{"text":"ICU nurses are a representative sample.","correct":false,"explanation":"ICU nurses are not representative of nurses generally because their training and working environment are distinctive. They are a specialised sample, limiting wider generalisation."},{"text":"ICU nurses are a randomly selected sample.","correct":false,"explanation":"Random selection concerns how participants are recruited and would not remove their specialist characteristics. ICU nurses remain a specialised sample, so findings may not generalise widely."},{"text":"ICU nurses are a general population sample.","correct":false,"explanation":"ICU nurses have specialist clinical training and experience, so they do not reflect the general population. Their status as a specialised sample limits generalisability."}]},{"id":"8bb96fc5-f2f5-40c5-95c2-d7f926463760","cardType":"cloze","points":null,"front":"A safer dashboard should use [ ] to reduce searching and an [ ] to prioritise urgent problems.","back":"A safer dashboard should use grouped displays to reduce searching and an alarm hierarchy to prioritise urgent problems.","mcqOptions":[{"text":"A safer dashboard should use grouped displays to reduce searching and an alarm hierarchy to prioritise urgent problems.","correct":true,"explanation":"Grouped displays place related information together, reducing visual search demands. An alarm hierarchy distinguishes levels of urgency, helping operators attend to the most serious problems first."},{"text":"A safer dashboard should use separated displays to reduce searching and an alarm hierarchy to prioritise urgent problems.","correct":false,"explanation":"Separating related displays increases the operator’s visual search and cognitive workload. Grouped displays reduce searching, while an alarm hierarchy ensures that urgent warnings receive priority."},{"text":"A safer dashboard should use grouped displays to reduce searching and an equal-priority alarm system to prioritise urgent problems.","correct":false,"explanation":"Giving every alarm equal priority fails to distinguish critical warnings from minor ones. Grouped displays reduce searching, and an alarm hierarchy ranks problems according to urgency."},{"text":"A safer dashboard should use separated displays to reduce searching and an equal-priority alarm system to prioritise urgent problems.","correct":false,"explanation":"Separating displays makes relevant information harder to locate, while equal-priority alarms encourage alarm overload. Grouped displays and an alarm hierarchy reduce searching and highlight urgent problems respectively."}]}]}],"examCountdown":{"examDate":"2027-05-18","paperLabel":"Paper 1"},"heading":"Ergonomics – human factors (Cognitive)","title":"Ergonomics – human factors (Cognitive) Flashcards","topbar":{"backHref":"/a-level/psychology/ocr/flashcards"},"topicSidebar":"$L37"}]}],"topicId":"23bf6cea-f235-5996-9353-ddf69b7a3dd5","walled":"$L38"}],"$L39","$L3a"]