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Cognitive load experienced by nurses in simulation-based learning experiences: An integrative review.

Beth A Rogers¹, Ashley E Franklin¹

¹Texas Christian University, Fort Worth, TX, United States of America.

Nurse Education Today

|February 28, 2021

Summary

Simulation-based learning impacts nurses' cognitive load. Optimizing simulation design by managing factors like fidelity and pre-briefing can improve learning outcomes for nurses.

Keywords:

Cognitive load Eye tracking Learning outcome Nurse Simulation

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Area of Science:

Nursing Education
Healthcare Simulation
Cognitive Load Theory

Background:

Simulation-based learning is crucial for developing essential nursing skills.
High cognitive load in simulation can negatively impact learning outcomes for nurses.

Purpose of the Study:

To review and synthesize existing knowledge on nurses' cognitive load during simulation.
To summarize the various methods used to measure cognitive load in nursing simulations.

Main Methods:

An integrative review of peer-reviewed studies published after 2006.
Searches conducted across CINAHL, Medline, ProQuest Nursing and Allied Health, and ERIC databases.
Included studies focused on nurses and simulation, excluding advanced practice or interprofessional contexts.

Main Results:

Factors increasing cognitive load include simulation fidelity, time pressure, dual-tasking, interruptions, complexity, distractions, and mismatched objectives.
Factors optimizing cognitive load include prior experience, pre-briefing, scenario repetition, and worked-out modeling.
Both subjective and objective measures are valuable for understanding cognitive load and its relationships.

Conclusions:

Nursing simulation significantly influences cognitive load.
Adjusting simulation design to optimize cognitive load is key to enhancing learning.
Future research should employ validated measures and assess cognitive load with other variables to understand its impact on outcomes.