The effects of an active learning mechanism on cognitive load and learning achievement: A new approach for pharmacology teaching to Taiwanese nursing students

Yiin, Shuenn-Jiun; Chern, Chi-Liang

doi:10.1016/j.nedt.2023.105756

Cited by 3 publications

(1 citation statement)

References 50 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Most studies used the CLT principles in instructional design in simulation, virtual reality, and game settings in nursing education [1,[16][17][18]. Yiin et al, (2023) indicated the multi-media interactive learning materials and an active learning mechanism reduced nursing students' intrinsic and extrinsic cognitive load and encouraged the students to learn [19]. Takhdat et al, (2024) showed that mindfulness meditation practice optimizes cognitive load, and decreases the anxiety of nursing students in a simulation setting [20].…”

Section: Clt In Health Professions Educationmentioning

confidence: 99%

Cognitive load theory in workplace-based learning from the viewpoint of nursing students: application of a path analysis

Tabatabaee,

Jambarsang,

Keshmiri

2024

BMC Med Educ

View full text Add to dashboard Cite

Purpose The present study aimed to test the relationship between the components of the Cognitive Load Theory (CLT) including memory, intrinsic and extraneous cognitive load in workplace-based learning in a clinical setting, and decision-making skills of nursing students. Methods This study was conducted at Shahid Sadoughi University of Medical Sciences in 2021–2023. The participants were 151 nursing students who studied their apprenticeship courses in the teaching hospitals. The three basic components of the cognitive load model, including working memory, cognitive load, and decision-making as the outcome of learning, were investigated in this study. Wechsler’s computerized working memory test was used to evaluate working memory. Cognitive Load Inventory for Handoffs including nine questions in three categories of intrinsic cognitive load, extraneous cognitive load, and germane cognitive load was used. The clinical decision-making skills of the participants were evaluated using a 24-question inventory by Lowry et al. based on a 5-point scale. The path analysis of AMOS 22 software was used to examine the relationships between components and test the model. Findings In this study, the goodness of fit of the model based on the cognitive load theory was reported (GIF = 0.99, CFI = 0.99, RMSEA = 0.03). The results of regression analysis showed that the scores of decision-making skills in nursing students were significantly related to extraneous cognitive load scores (p-value = 0.0001). Intrinsic cognitive load was significantly different from the point of view of nursing students in different academic years (p = 0.0001). Conclusion The present results showed that the CLT in workplace-based learning has a goodness of fit with the components of memory, intrinsic cognitive load, extraneous cognitive load, and clinical decision-making skill as the key learning outcomes in nursing education. The results showed that the relationship between nursing students’ decision-making skills and extraneous cognitive load is stronger than its relationship with intrinsic cognitive load and memory Workplace-based learning programs in nursing that aim to improve students’ decision-making skills are suggested to manage extraneous cognitive load by incorporating cognitive load principles into the instructional design of clinical education.

show abstract