scholarly journals Anxiety is associated with extraneous cognitive load during teaching using high-fidelity clinical simulation

2021 ◽  
Vol 26 (1) ◽  
Author(s):  
Salim Fredericks ◽  
Mostafa ElSayed ◽  
Mustafa Hammad ◽  
Omneya Abumiddain ◽  
Leila Istwani ◽  
...  
Keyword(s):  
Cognitive Load ◽  
High Fidelity ◽  
Clinical Simulation ◽  
Extraneous Cognitive Load

scholarly journals A Cognitive Load Theory Simulation Design to Assess and Manage Deteriorating Patients

2019 ◽  
Vol 16 (1) ◽  
Author(s):  
Richard Say ◽  
Denis Visentin ◽  
Vasiliki Betihavas ◽  
Susannah Minutillo
Keyword(s):  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Medical Simulation ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Simulation Design ◽  
Educational Design ◽  
Extraneous Cognitive Load ◽  
Novice Learners ◽  
Load Theory

AbstractBackgroundCognitive 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).MethodCLT 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.ResultsSelf-rated ability increased from 2.98 (SD = 0.19) to 4.47 (SD = 0.12) (p < 0.001), with improvements across all AMDP aspects.ConclusionThis study indicates that CLT informed design has benefits for simulation. LFS may be preferred to high fidelity simulation for AMDP teaching and medical simulation for novice learners.

scholarly journals Nursing Students’ Satisfaction: A Comparison between Medium- and High-Fidelity Simulation Training

2021 ◽  
Vol 18 (2) ◽  
pp. 804
Author(s):  
Ana Rosa Alconero-Camarero ◽  
Carmen María Sarabia-Cobo ◽  
María José Catalán-Piris ◽  
Silvia González-Gómez ◽  
José Rafael González-López
Keyword(s):  
Nursing Students ◽  
Lower Cost ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Satisfaction Scale ◽  
Clinical Simulation ◽  
Level Of Knowledge ◽  
Spanish Universities ◽  
Students Satisfaction ◽  
Better Than

Training based on clinical simulation is an effective method of teaching in nursing. Nevertheless, there is no clear evidence about if it is better to use high- or medium-fidelity simulation. The aim is to analyse if students are more satisfied when their clinical simulation practices are based on high-fidelity simulation (HFS) or medium-fidelity simulation (MFS). Students´ satisfaction was assessed using the Satisfaction Scale Questionnaire with High-Fidelity Clinical Simulation. The sample is composed of 393 students from two Spanish Universities. Satisfaction with simulation in nursing students is significantly greater in MFS than HFS. Simulation is beneficial for learning in all its forms, but for the acquisition of basic skills, and at a lower cost, MFS proves to be effective. However, high-fidelity is not always better than medium-fidelity as this depends on the student’s level of knowledge and clinical experience.

scholarly journals Stress of nursing students in clinical simulation: a randomized clinical trial

2018 ◽  
Vol 71 (3) ◽  
pp. 967-974 ◽  
Author(s):  
Radamés Boostel ◽  
Jorge Vinícius Cestari Felix ◽  
Carina Bortolato-Major ◽  
Edivane Pedrolo ◽  
Stela Adami Vayego ◽  
...  
Keyword(s):  
Clinical Trial ◽  
Nursing Students ◽  
Randomized Clinical Trial ◽  
Interpersonal Relationships ◽  
Control Group ◽  
High Fidelity ◽  
Clinical Simulation ◽  
Skill Laboratory ◽  
Before And After ◽  
Experimental Group

ABSTRACT Objective: To evaluate and compare the perception of stressors by nursing students before and after a high-fidelity clinical simulation or conventional laboratory practice class. Method: This is a randomized clinical trial conducted with 52 nursing students. Both groups had theoretical classes about cardiothoracic physical examination, followed by practice class in skill laboratory. In addition, the experimental group took part in a high-fidelity simulation scenario. Stressors were evaluated before and after class, with the application of KEZKAK questionnaire. Results: The experimental group was significantly more worried about six factors related to lack of competence and to interpersonal relationships (p < 0.05), while the control group was significantly more worried about being in contact with suffering (p = 0.0315). Conclusion: The simulation affects students’ perception of stressors and promotes their self-evaluation and critical thinking regarding the responsibility that comes with their learning.

Intrinsic and Extraneous Cognitive Load

2011 ◽  
pp. 57-69 ◽  
Author(s):  
John Sweller ◽  
Paul Ayres ◽  
Slava Kalyuga
Keyword(s):  
Cognitive Load ◽  
Extraneous Cognitive Load

scholarly journals Simulated Video Consultations as a Learning Tool in Undergraduate Nursing: Students’ Perceptions

Healthcare ◽  
2020 ◽  
Vol 8 (3) ◽  
pp. 280 ◽  
Author(s):  
Diana Jiménez-Rodríguez ◽  
Oscar Arrogante
Keyword(s):  
Nursing Students ◽  
Total Sample ◽  
Healthcare Services ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Undergraduate Nursing Students ◽  
Clinical Simulation ◽  
Undergraduate Nursing ◽  
Technical Issues ◽  
The University

Simulated video consultations, a teaching tool based on high-fidelity simulations, were implemented in response to the necessary adaptation of high-fidelity clinical simulation sessions to the online or virtual modality during the university closure due to the COVID-19 confinement. The purpose of our study was to explore the undergraduate nursing students’ satisfaction and perceptions about simulated video consultations using the high-fidelity simulation methodology. A mixed-method was utilized with 93 undergraduate nursing students using a validated satisfaction questionnaire (quantitative data), which included an observations section (qualitative data). Of the total sample, 97.8% of the students expressed a high overall satisfaction with simulated video consultations, highlighting their practical utility and positive learning outcomes. From the students’ comments, two main themes and their related categories emerged: advantages (satisfaction and enjoyment, learning, and calmness during simulated scenarios), and disadvantages (technical issues and technical skills development). Simulated video consultations may be considered as one more high-fidelity simulation teaching option. Nursing students should be trained in this modality of healthcare to face the challenge brought on by its increased use in healthcare services, beyond the specific adaptation of clinical simulation sessions due to the closure of universities during this pandemic.

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