Abstract:
Professional healthcare students often struggle to grasp complex clinical concepts through traditional methods. This presentation explores strategies to scaffold learning from didactic instruction to clinical simulations to enhance comprehension and critical thinking. The three domains of cognitive load will be reviewed: intrinsic, germane, and extraneous. Educators can design simulations and experiential learning opportunities that manage cognitive load and improve clinical judgment and knowledge retention through cognitive load theory and the incorporation of the INACSL Healthcare Simulation Standards of Best Practice.
Learning Objectives:
- Identify the different types of cognitive load as described in Cognitive Load Theory and their relevance to simulation-based learning.
- Connect the principles of cognitive load theory to scaffolded learning experiences, enhancing retention and application of knowledge for healthcare professionals.
- Demonstrate at least three strategies to foster healthcare simulation design of complex clinical concepts appropriate to the learnerโs level using the Healthcare Simulation Standards of Best Practice.