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A cognitive load theory simulation design to assess and manage deteriorating patients


Say, R and Visentin, D and Betihavas, V and Minutillo, S, A cognitive load theory simulation design to assess and manage deteriorating patients, International journal of nursing education scholarship, 16, (1) pp. 1-9. ISSN 1548-923X (2019) [Refereed Article]

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2019 Walter de Gruyter GmbH, Berlin/Boston.

DOI: doi:10.1515/ijnes-2019-0009


Background: Cognitive load theory (CLT) uses an understanding of brain architecture for educational design, with implications for simulation. Since working memory is limited, minimising extraneous cognitive load improves learning of new tasks (intrinsic load) and use of existing knowledge (germane load). This study evaluates the effectiveness of low-fidelity simulation (LFS) utilising CLT principles in the assessment and management of the deteriorating patient (AMDP).

Method: CLT design principles informed the choice of LFS and simulation design. The self-rated ability of 13 undergraduate nurses across seven aspects of AMDP was measured in a pre-post design. Results Self-rated ability increased from 2.98 (SD = 0.19) to 4.47 (SD = 0.12) (p <0.001), with improvements across all AMDP aspects.

Conclusion: This study indicates that CLT informed design has benefits for simulation. LFS may be preferred to HFS for AMDP teaching and medical simulation for novice learners.

Item Details

Item Type:Refereed Article
Keywords:simulation, cognitive load, low fidelity, nursing, education
Research Division:Education
Research Group:Specialist studies in education
Research Field:Educational technology and computing
Objective Division:Education and Training
Objective Group:Teaching and curriculum
Objective Field:Teaching and instruction technologies
UTAS Author:Say, R (Mr Richard Say)
UTAS Author:Visentin, D (Dr Denis Visentin)
ID Code:135227
Year Published:2019
Deposited By:Health Sciences
Deposited On:2019-10-08
Last Modified:2020-07-27
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