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Evaluating the Impact of Scenario-Based Online Simulations on Cognitive Load, Self-Efficacy, and Skill Transfer in Nursing Education

David Squires*, Sameera Massey**, Julie Fomenko***, Braydon J. Amidon****

*-**** Department of Curriculum, Instruction, and Learning Sciences, Texas A&M University-Corpus Christi, Texas, United States.

Periodicity:October - December'2023
DOI : https://doi.org/10.26634/jnur.13.3.20133

Abstract

The COVID-19 pandemic underscored the imperative for efficacious online instructional designs that could function as viable alternatives to conventional, hands-on clinical training for nursing students. This study, conducted at a university in South Texas, employed an online innovation project to simulate clinical experiences. We posited that customized online learning simulations could mitigate cognitive load and augment virtual learners' self-efficacy, thereby influencing associative information processing. Our analyses centered on participants' learning experiences, cognitive load, and the ramifications on their self-efficacy and motivation in a virtual setting. Data indicated that the skills acquired were applicable in real-world clinical settings, and participants reported high levels of instructional support and low frustration levels.

Keywords

Cognitive Load Theory, Nursing Education, Online Learning, Self-Efficacy, Scenario-Based Simulations.

How to Cite this Article?

Squires, D. R., Massey, S., Fomenko, J., and Amidon, B. J. (2023). Evaluating the Impact of Scenario-Based Online Simulations on Cognitive Load, Self-Efficacy, and Skill Transfer in Nursing Education. i-manager’s Journal on Nursing, 13(3), 18-26. https://doi.org/10.26634/jnur.13.3.20133

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