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Journal of the American Psychiatric Nurses Association
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Self-report of Cognitive Functioning and Learning in Schizophrenia

Danelle L. Hake

School of Nursing, University of Kansas Hospital, Kansas City, KS

Edna Hamera

School of Nursing, University of Kansas Medical Center, Kansas City, KS; ehamera{at}kumc.edu.

Melisa Rempfer

Department of Psychology, University of Missouri-Kansas City, MO

BACKGROUND: A method to assess cognitive functioning in clinical settings is needed so clinicians can modify teaching strategies to match clients' cognitive abilities. OBJECTIVE: The purpose of the study was to explore the relationship between executive functioning and self-report of cognitive limitations in people with schizophrenia. DESIGN: The Wisconsin Card Sorting Test, which assesses learning potential (a person's ability to improve performance after coaching), and the Subjective Scale to Investigate Cognition in Schizophrenia were administered to 20 individuals. RESULTS: Analysis showed that participants who performed well and those who improved with coaching reported fewer subjective cognitive complaints than those who did not improve with coaching. CONCLUSIONS: In this sample subjective report of executive cognitive functioning appears to differentiate individuals who have difficulty learning complex information, and therefore, it may be clinically useful in identifying individuals needing only minimal skill training. J Am Psychiatr Nurses Assoc, 2007; 13(2), 93-100.

Key Words: schizophrenia • learning potential • self-report of cognitive functioning

Journal of the American Psychiatric Nurses Association, Vol. 13, No. 2, 93-100 (2007)
DOI: 10.1177/1078390307303111
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