缓解护理教育中的认知过载:综合性审查
Joset Brown1, Caroline Meza2, Dione Sandiford1
1Author Affiliations: School of Nursing, Rutgers University, Newark, New Jersey (Drs Brown and Sandiford).
Nurse educator
|March 4, 2026
概括
护理学生由于学术和临床需求而经历认知过载. 像脚手架和实时指导这样的策略可以减少这种认知负载,改善学习和结果.
科学领域:
- 护理教育 护理教育
- 在学习学习中的认知科学.
背景情况:
- 护理学生面临着重要的认知挑战,整合学术和临床学习.
- 高度的认知需求可能导致认知过载,损害信息处理和保留.
研究的目的:
- 审查影响护理教育认知负载的因素.
- 探索减轻护理学生认知过载的策略.
主要方法:
- 基于Whittemore和Knafl的综合性审查方法.
- 在5个电子数据库中搜索了2020年至2025年间发表的文章.
- 在最终综合中包括了22篇相关文章.
主要成果:
- 减少认知负载的策略包括脚手架和多式调节指令.
- 情绪调节和学生支持,如实时辅导和认知辅助,是有效的.
- 这些干预措施支持学习者的认知处理和知识保留.
结论:
- 用认知原则优化教学设计是有效护理教育的关键.
- 减少认知负载可以提高学生的学习和学术成绩.
- 有针对性的策略可以减轻护理学生的认知压力.
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