A Novel Teaching Strategy in Nursing Pharmacology: Learning Using Cognitive Load Theory
1About the Author Betsy Mauldin, MSN, RN, CMSRN, is a clinical assistant professor, College of Nursing, Texas A&M University Bryan, Texas and is also a PhD candidate at the University of Texas at Tyler. For more information, contact Ms. Mauldin at betsymauldin01@gmail.com.
Nursing Education Perspectives
|May 3, 2021
Summary
Nursing pharmacology education can be improved using the Pharmacology Phamily Project. This multimodal assignment leverages cognitive load theory to boost student engagement and learning over traditional slide decks.
Area of Science:
- Nursing Education
- Cognitive Load Theory
- Pharmacology Instruction
Background:
- Nursing pharmacology courses are content-dense and challenging for students and educators.
- Traditional slide deck instruction can overload working memory, hindering long-term information retention.
- Cognitive Load Theory provides a framework for understanding these learning challenges.
Purpose of the Study:
- To explore the impact of instructional design changes on student learning in a baccalaureate nursing pharmacology course.
- To implement and evaluate the effectiveness of the Pharmacology Phamily Project, an innovative assignment.
Main Methods:
- The Pharmacology Phamily Project was introduced as a multimodal, multiphase assignment.
- Students created case study videos on unique medications.
- Videos were shared via discussion boards for peer feedback and collaborative learning.
Main Results:
- Student investment in the course showed improvement compared to previous semesters.
- Student feedback regarding the assignment and interaction was positive.
- The project demonstrated a practical application of cognitive load theory principles.
Conclusions:
- The Pharmacology Phamily Project offers an effective alternative to traditional instruction in nursing pharmacology.
- Multimodal, engaging assignments can enhance student learning and reduce cognitive load.
- Further research into innovative instructional designs in nursing education is warranted.
