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Cognitive load, emotion, and performance in high-fidelity simulation among beginning nursing students: a pilot study
The Journal of Nursing Education
|February 19, 2015
Summary
High-fidelity simulation impacts nursing students' emotion and cognitive load. While cognitive load did not significantly affect assessment performance, it showed a more pronounced negative impact on lower-ability students.
Area of Science:
- Nursing Education
- Simulation-Based Learning
- Cognitive Psychology
Background:
- High-fidelity simulation is increasingly used in nursing education.
- Understanding its impact on student emotion and cognitive load is crucial for refining educational strategies.
- Predicting learning outcomes in simulation environments requires further investigation.
Purpose of the Study:
- To explore the impact of high-fidelity simulation on emotion and cognitive load in beginning nursing students.
- To identify potential predictors of learning within simulation environments.
- To refine expectations for simulation outcomes among educators.
Main Methods:
- Quasi-experimental pilot study involving 40 baccalaureate nursing students.
- Students participated in teaching and evaluation simulations.
- Self-reported emotional state and cognitive load were assessed.
Main Results:
- Two principal components of emotion were identified: pleasant activation and pleasant deactivation.
- Mean cognitive load ratings following simulation were high.
- No statistically significant associations were found between emotion components and cognitive load, nor a significant effect of cognitive load on assessment performance.
Conclusions:
- High-fidelity simulation environments elicit significant cognitive load in novice nursing students.
- While not statistically significant in this pilot, cognitive load may disproportionately affect the performance of lower-ability students.
- Further research is needed to fully elucidate the relationship between simulation, emotion, cognitive load, and student performance.
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