Using Cognitive Load Theory to Inform Simulation Design and Practice

Clinical Simulation in Nursing

Volumn 11, Issue 8, 2015, Pages 355-360

  Reedy, Gabriel B ^a  

^a KING'S COLLEGE LONDON   (United Kingdom)

Author keywords

Cognitive load theory; Cognitive science; Learning theory; Simulation design

Indexed keywords

EID: 84937860075     PISSN: 18761399     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.ecns.2015.05.004     Document Type: Article

References (18)

1. Baddeley A. Working memory. Current Biology: CB 2010, 20(4):R136-R140. http://doi.org/10.1016/j.cub.2009.12.014.
2. Bligh J., Bleakley A. Distributing menus to hungry learners: Can learning by simulation become simulation of learning?. Medical Teacher 2006, 28(7):606-613. http://doi.org/10.1080/01421590601042335.
3. Bradley P., Postlethwaite K. Simulation in clinical learning. Medical Education 2003, 37(s1):1-5. http://doi.org/10.1046/j.1365-2923.37.s1.1.x.
4. Bransford J., Brown A.L., Cocking R.R. How people learn: Brain, mind, experience and school 2000, National Academy Press, Washington, D.C.
5. Brown J.S., Collins A., Duguid P. Situated cognition and the culture of learning. Educational Researcher 1989, 18(1):32-42. http://doi.org/10.3102/0013189X018001032.
6. Dewey J. My pedagogic creed. The School Journal 1897, (LIV3):77-80.
7. Dieckmann P., Gaba D., Rall M. Deepening the theoretical foundations of patient simulation as social practice. Simulation in Healthcare 2007, 2(3):183-193. http://doi.org/10.1097/SIH.0b013e3180f637f5.
8. Gagne R.M. Military training and principles of learning. American Psychologist 1962, 17(2):83-91. http://doi.org/http://dx.doi.org/10.1037/h0048613.
9. Issenberg S.B., McGaghie W.C., Petrusa E.R., Lee Gordon D., Scalese R.J. Features and uses of high-fidelity medical simulations that lead to effective learning: A BEME systematic review. Medical Teacher 2005, 27(1):10-28.
10. Kaakinen J., Arwood E. Systematic review of nursing simulation literature for use of learning theory. International Journal of Nursing Education Scholarship 2009, 6(1). Article 16. http://doi.org/10.2202/1548-923X.1688.
11. Kneebone R. Evaluating clinical simulations for learning procedural skills: A theory-based approach. Academic Medicine: Journal of the Association of American Medical Colleges 2005, 80(6):549-553. http://doi.org/10.1097/00001888-200506000-00006.
12. Lave J. Cognition in practice: Mind, mathematics and culture in everyday life 1988, Cambridge University Press, Cambridge, UK.
13. Miller G.A. The magical number seven, plus or minus two. The Psychological Review 1956, 63(2):81-97. http://doi.org/http://dx.doi.org/10.1037/h0043158.
14. Nestel D., Mobley B.L., Hunt E.A., Eppich W.J. Confederates in health care simulations: Not as simple as it seems. Clinical Simulation in Nursing 2014, 10(12):611-616. http://doi.org/10.1016/j.ecns.2014.09.007.
15. Van Merriënboer J.J.G., Kester L., Paas F. Teaching complex rather than simple tasks: Balancing intrinsic and germane load to enhance transfer of learning. Applied Cognitive Psychology 2006, 20(3):343-352. http://doi.org/10.1002/acp.1250.
16. Van Merriënboer J.J.G., Sweller J. Cognitive load theory and complex learning: Recent developments and future directions. Educational Psychology Review 2005, 17(2):147-177. http://doi.org/10.1007/s10648-005-3951-0.
17. Van Merriënboer J.J.G., Sweller J. Cognitive load theory in health professional education: Design principles and strategies. Medical Education 2010, 44(1):85-93. http://doi.org/10.1111/j.1365-2923.2009.03498.x.
18. Vygotksy L.S. Mind in society: The development of higher mental processes 1978, Harvard University Press, Cambridge, MA.