2.50
Hdl Handle:
http://hdl.handle.net/10755/618297
Category:
Full-text
Format:
Text-based Document
Type:
Presentation
Title:
Examination of Cognitive Load in Nursing Simulation
Author(s):
Josephsen, Jayne
Author Details:
Jayne Josephsen, EdD, RN, CHPN
Abstract:
The pedagogy of cognitive load theory (CLT) was used to examine student learning via simulation. The study’s framework incorporated CLT into simulation design and implementation and presented a pilot measurement tool for cognitive load experienced during simulation. A quasi-experimental quantitative design was used with a convenience sample of senior baccalaureate nursing students who participated in simulation as part of their coursework. The treatment group received a worked out modelling intervention, based in the CLT instructional intervention of the worked out example. The control group received a standard simulation intervention. Each group was given a pre and post simulation knowledge survey related to simulation content and a cognitive load survey post simulation to measure whether the worked out modelling intervention had any effect on cognitive load experienced and knowledge acquired from the simulation experience. Results suggested that students receiving the worked out modeling intervention possessed higher knowledge attainment scores specific to fall management. No significant differences were found in the level of cognitive load experienced between groups; although additional measures identified that the use of a pre simulation activity does increase germane load, which is necessary for schema construction. The findings support continued evaluation of cognitive load and it’s effect in nursing simulation outcomes. Recommendations include integration of CLT concepts into simulation design, use of pre and post knowledge tests to ascertain simulation effectiveness, continued use of a pre simulation assignment to enhance germane load, and the use of worked out modeling in some form prior to simulation with novel content.
Keywords:
Clinical Simulation; cognitive load theory; quantitative research
Repository Posting Date:
11-Aug-2016
Date of Publication:
11-Aug-2016
Conference Date:
2016
Conference Name:
International Nursing Association for Clinical Simulation and Learning Annual Conference 2016
Conference Host:
International Nursing Association for Clinical Simulation and Learning
Conference Location:
Grapevine, TX, USA
Description:
Annual Simulation Conference. Held at the Gaylord Texan Resort & Convention Center

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePresentationen
dc.titleExamination of Cognitive Load in Nursing Simulationen
dc.contributor.authorJosephsen, Jayneen
dc.author.detailsJayne Josephsen, EdD, RN, CHPNen
dc.identifier.urihttp://hdl.handle.net/10755/618297-
dc.description.abstractThe pedagogy of cognitive load theory (CLT) was used to examine student learning via simulation. The study’s framework incorporated CLT into simulation design and implementation and presented a pilot measurement tool for cognitive load experienced during simulation. A quasi-experimental quantitative design was used with a convenience sample of senior baccalaureate nursing students who participated in simulation as part of their coursework. The treatment group received a worked out modelling intervention, based in the CLT instructional intervention of the worked out example. The control group received a standard simulation intervention. Each group was given a pre and post simulation knowledge survey related to simulation content and a cognitive load survey post simulation to measure whether the worked out modelling intervention had any effect on cognitive load experienced and knowledge acquired from the simulation experience. Results suggested that students receiving the worked out modeling intervention possessed higher knowledge attainment scores specific to fall management. No significant differences were found in the level of cognitive load experienced between groups; although additional measures identified that the use of a pre simulation activity does increase germane load, which is necessary for schema construction. The findings support continued evaluation of cognitive load and it’s effect in nursing simulation outcomes. Recommendations include integration of CLT concepts into simulation design, use of pre and post knowledge tests to ascertain simulation effectiveness, continued use of a pre simulation assignment to enhance germane load, and the use of worked out modeling in some form prior to simulation with novel content.en
dc.subjectClinical Simulationen
dc.subjectcognitive load theoryen
dc.subjectquantitative researchen
dc.date.available2016-08-11T16:05:10Z-
dc.date.issued2016-08-11-
dc.date.accessioned2016-08-11T16:05:10Z-
dc.conference.date2016en
dc.conference.nameInternational Nursing Association for Clinical Simulation and Learning Annual Conference 2016en
dc.conference.hostInternational Nursing Association for Clinical Simulation and Learningen
dc.conference.locationGrapevine, TX, USAen
dc.descriptionAnnual Simulation Conference. Held at the Gaylord Texan Resort & Convention Centeren
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