Application of the cognitive load theory in prelicensure nursing education: a quantitative measurement focusing on instructional design.
The objective of this study was to examine differences in principles from the cognitive load theory (CLT) combined with active learning strategies. To examine these differences, simple to complex activities were imbedded into two active learning instructional strategies: cooperative learning (CPL) a...
| Publicado en: | International Journal of Nursing Education Scholarship Vol. 19; no. 1; pp. 1 - 13 |
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| Autores principales: | , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
De Gruyter
2022
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=164560036&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 164560036 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 1548923X YRZ jtl: International Journal of Nursing Education Scholarship issn: 1548923X maglogo: N pubinfo: dt: 2022 vid: 19 iid: 1 pid: 1734 pub: De Gruyter place: , <Blank> artinfo: ui: 164560036 164560036 164560036 10.1515/ijnes-2021-0127 164560036 ppf: 1 ppct: 12 formats: tig: atl: Application of the cognitive load theory in prelicensure nursing education: a quantitative measurement focusing on instructional design. aug: au: Smith, Nicole E. Barbé, Tammy Randolph, Justus affil: School of Nursing, University of Maryland Baltimore, MD, USA sug: subj: Cognition Methods Psychology, Applied Teaching Methods Education, Medical Education, Nursing, Baccalaureate Problem-Based Learning Teamwork Learning Methods Outcomes of Education Evaluation Human United States Male Female Adolescence Young Adult Adult Scales Convenience Sample Descriptive Statistics Analysis of Variance Spearman's Rank Correlation Coefficient Students, Nursing Education, Nursing Funding Source Adolescent: 13-18 years Adult: 19-44 years Male Female ab: The objective of this study was to examine differences in principles from the cognitive load theory (CLT) combined with active learning strategies. To examine these differences, simple to complex activities were imbedded into two active learning instructional strategies: cooperative learning (CPL) and problem-based learning (PBL) and evaluated for its impact on mental effort for learning and intrinsic cognitive load. A two-within repeated-measures design was used in a nursing fundamentals classroom. The simple and complex activities were grounded in recommendations from the CLT and validated by nurse experts. The instructional strategies of CPL and PBL were chosen based on recommendations from the literature. Results revealed no statistically significant differences. A small interaction showed a decrease in mental effort and intrinsic load when problem-based learning was used. Progressing learning activities from simple to complex, informed by the CLT, offers an approach to designing instruction in nursing classrooms when using active learning strategies. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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