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

References

Anders Ericsson, K. (2008). Deliberate practice and acquisition of expert performance: A general overview. Academic Emergency Medicine, 15(11), 988–994. doi:10.1111/j.1553-2712.2008.00227.xSearch in Google Scholar PubMed

Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., … Wittrock, M. C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives, abridged edition. White Plains, NY: Longman.Search in Google Scholar

Baddeley, A. (2012). Working memory: Theories, models, and controversies. Annual Review of Psychology, 63, 1–29. doi:10.1146/annurev-psych-120710-100422Search in Google Scholar PubMed

Bandura, A. (2006). Guide for constructing self-efficacy scales. Self-efficacy Beliefs of Adolescents, 5(1), 307–337.Search in Google Scholar

Blum, C. A., Borglund, S., & Parcells, D. (2010). High-fidelity nursing simulation: Impact on student self-confidence and clinical competence. International Journal of Nursing Education Scholarship, 7(1). doi:10.2202/1548-923X.2035Search in Google Scholar PubMed

Butler, K. W., Veltre, D. E., & Brady, D. (2009). Implementation of active learning pedagogy comparing low-fidelity simulation versus high-fidelity simulation in pediatric nursing education. Clinical Simulation in Nursing, 5(4), e129–e136. doi:10.1016/j.ecns.2009.03.118Search in Google Scholar

Campbell, S. H., & Daley, K. (2009). Introduction: Simulation-focused pedagogy for nursing education.Search in Google Scholar

Cave, J., Wallace, D., Baillie, G., Klingenberg, M., Phillips, C., Oliver, H., … Dacre, J. (2007). DR WHO: A workshop for house officer preparation. Postgraduate Medical Journal, 83(975), 4–7. doi:10.1136/pgmj.2006.049643Search in Google Scholar PubMed PubMed Central

Chan, P. S., Jain, R., Nallmothu, B. K., Berg, R. A., & Sasson, C. (2010). Rapid response teams: A systematic review and meta-analysis. Archives of Internal Medicine, 170(1), 18–26. doi:10.1001/archinternmed.2009.424Search in Google Scholar PubMed

Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and Instruction, 8(4), 293–332. doi:10.1207/s1532690xci0804_2Search in Google Scholar

Cheng, S.-F., Kuo, C.-L., Lin, K.-C., & Lee-Hsieh, J. (2010). Development and preliminary testing of a self-rating instrument to measure self-directed learning ability of nursing students. International Journal of Nursing Studies, 47(9), 1152–1158. doi:10.1016/j.ijnurstu.2010.02.002Search in Google Scholar PubMed

Chmil, J. V., Turk, M., Adamson, K., & Larew, C. (2015). Effects of an experiential learning simulation design on clinical nursing judgment development. Nurse Educator, 40(5), 228–232. doi:10.1097/NNE.0000000000000159Search in Google Scholar PubMed

Dalton, M., Harrison, J., Malin, A., & Leavey, C. (2018). Factors that influence nurses’ assessment of patient acuity and response to acute deterioration. British Journal of Nursing, 27(4), 212–218. doi:10.12968/bjon.2018.27.4.212Search in Google Scholar PubMed

Elfrink, V. L., Kirkpatrick, B., Nininger, J., & Schubert, C. (2010). Using learning outcomes to inform teaching practices in human patient simulation. Nursing Education Perspectives, 31(2), 97–100. doi:10.1043/1536-5026-31.2.97Search in Google Scholar

Featherstone, P., Smith, G. B., Linnell, M., Easton, S., & Osgood, V. M. (2005). Impact of a one-day inter-professional course (ALERT™) on attitudes and confidence in managing critically ill adult patients. Resuscitation, 65(3), 329–336. doi:10.1016/j.resuscitation.2004.12.011Search in Google Scholar

Fraser, K. L., Ayres, P., & Sweller, J. (2015). Cognitive load theory for the design of medical simulations. Simulation in Healthcare, 10(5), 295–307. doi:10.1097/SIH.0000000000000097Search in Google Scholar

Fritz, P. Z., Gray, T., & Flanagan, B. (2008). Review of mannequin-based high-fidelity simulation in emergency medicine. Emergency Medicine Australasia, 20(1), 1–9. doi:10.1111/j.1742-6723.2007.01022.xSearch in Google Scholar

Goldsworthy, S., Patterson, J. D., Dobbs, M., Afzal, A., & Deboer, S. (2019). How does simulation impact building competency and confidence in recognition and response to the adult and paediatric deteriorating patient among undergraduate nursing students? Clinical Simulation in Nursing, 28, 25–32. doi:10.1016/j.ecns.2018.12.001Search in Google Scholar

Gordon, C. J., & Buckley, T. (2009). The effect of high-fidelity simulation training on medical-surgical graduate nurses’ perceived ability to respond to patient clinical emergencies. Journal of Continuing Education in Nursing, 40(11), 491–498. doi:10.3928/00220124-20091023-06Search in Google Scholar

Gore, T. (2017). The relationship between levels of fidelity in simulation, traditional clinical experiences and objectives. International Journal of Nursing Education Scholarship, 14(1). doi:10.1515/ijnes-2017-0012Search in Google Scholar

Grady, J. L., Kehrer, R. G., Trusty, C. E., Entin, E. B., Entin, E. E., & Brunye, T. T. (2008). Learning nursing procedures: The influence of simulator fidelity and student gender on teaching effectiveness. Journal of Nursing Education, 47(9), 403. doi:10.3928/01484834-20080901-09Search in Google Scholar

Hayden, J. K., Smiley, R. A., Alexander, M., Kardong-Edgren, S., & Jeffries, P. R. (2014). Supplement: The NCSBN national simulation study: A longitudinal, randomized, controlled study replacing clinical hours with simulation in prelicensure nursing education. Journal of Nursing Regulation, 5(2), C1–S64. doi:10.1016/S2155-8256(15)30062-4Search in Google Scholar

Jarzemsky, P., McCarthy, J., & Ellis, N. (2010). Incorporating quality and safety education for nurses competencies in simulation scenario design. Nurse Educator, 35(2), 90–92. doi:10.1097/NNE.0b013e3181d52f6eSearch in Google Scholar PubMed

Jeffries, P. R. (2005). A frame work for designing, implementing, and evaluating simulations used as teaching strategies in nursing. Nursing Education Perspectives, 26(2), 96–103.Search in Google Scholar

Josephsen, J. (2015). Cognitive load theory and nursing simulation: An integrative review. Clinical Simulation in Nursing, 11(5), 259–267. doi:10.1016/j.ecns.2015.02.004Search in Google Scholar

Kaakinen, J., & Arwood, E. (2009). Systematic review of nursing simulation literature for use of learning theory. International Journal of Nursing Education Scholarship, 6(1). doi:10.2202/1548-923X.1688Search in Google Scholar PubMed

Kardong-Edgren, S., Lungstrom, N., & Bendel, R. (2009). VitalSim® versus SimMan®: A comparison of BSN student test scores, knowledge retention, and satisfaction. Clinical Simulation in Nursing, 5(3), e105–e111. doi:10.1016/j.ecns.2009.01.007Search in Google Scholar

Kardong-Edgren, S. E., Starkweather, A. R., & Ward, L. D. (2008). The integration of simulation into a clinical foundations of nursing course: Student and faculty perspectives. International Journal of Nursing Education Scholarship, 5(1), 1–16. doi:10.2202/1548-923X.1603Search in Google Scholar PubMed

Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75–86. doi:10.1207/s15326985ep4102_1Search in Google Scholar

Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: An overview. Theory into Practice, 41(4), 212–218. doi:10.1207/s15430421tip4104_2Search in Google Scholar

Lee, C., Mowry, J. L., Maycock, S. E., Colaianne-Wolfer, M. E., Knight, S. W., & Wyse, D. M. (2019). The impact of hospital-based in situ simulation on nurses’ recognition and intervention of patient deterioration. Journal for Nurses in Professional Development, 35(1), 18–24. doi:10.1097/NND.0000000000000507Search in Google Scholar PubMed

Levett-Jones, T., Lapkin, S., Hoffman, K., Arthur, C., & Roche, J. (2011). Examining the impact of high and medium fidelity simulation experiences on nursing students’ knowledge acquisition. Nurse Education in Practice, 11(6), 380–383. doi:10.1016/j.nepr.2011.03.014Search in Google Scholar PubMed

Liaw, S. Y., Scherpbier, A., Rethans, -J.-J., & Klainin-Yobas, P. (2012). Assessment for simulation learning outcomes: A comparison of knowledge and self-reported confidence with observed clinical performance. Nurse Education Ioday, 32(6), e35–e39. doi:10.1016/j.nedt.2011.10.006Search in Google Scholar PubMed

Maran, N., & Glavin, R. (2003). Low- to high-fidelity simulation - a continuum of medical education? Medical Education, 37(s1), 22–28. doi:10.1046/j.1365-2923.37.s1.9.xSearch in Google Scholar PubMed

Massey, D., Chaboyer, W., & Anderson, V. (2017). What factors influence ward nurses’ recognition of and response to patient deterioration? An integrative review of the literature. Nursing Open, 4(1), 6–23. doi:10.1002/nop2.53Search in Google Scholar PubMed PubMed Central

Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63(2), 81. doi:10.1037/h0043158Search in Google Scholar

Najjar, R. H., Lyman, B., & Miehl, N. (2015). Nursing students’ experiences with high-fidelity simulation. International Journal of Nursing Education Scholarship, 12(1), 27–35. doi:10.1515/ijnes-2015-0010Search in Google Scholar PubMed

Nimbalkar, A., Patel, D., Kungwani, A., Phatak, A., Vasa, R., & Nimbalkar, S. (2015). Randomized control trial of high fidelity vs low fidelity simulation for training undergraduate students in neonatal resuscitation. BMC Research Notes, 8(1), 636. doi:10.1186/s13104-015-1623-9Search in Google Scholar PubMed PubMed Central

O’Leary, J., Nash, R., & Lewis, P. (2016). Standard instruction versus simulation: Educating registered nurses in the early recognition of patient deterioration in paediatric critical care. Nurse Education Today, 36, 287–292. doi:10.1016/j.nedt.2015.07.021Search in Google Scholar PubMed

Ochylski, D., Aebersold, M., & Kuebric, M. B. (2017). Multidimensional evaluation of simulation-based course to enhance prelicensure nursing students’ clinical skills. Nurse Educator. doi:10.1097/NNE.0000000000000379Search in Google Scholar PubMed

Odell, M., Victor, C., & Oliver, D. (2009). Nurses’ role in detecting deterioration in ward patients: Systematic literature review. Journal of Advanced Nursing, 65(10), 1992–2006. doi:10.1111/j.1365-2648.2009.05109.xSearch in Google Scholar PubMed

Purling, A., & King, L. (2012). A literature review: Graduate nurses’ preparedness for recognising and responding to the deteriorating patient. Journal of Clinical Nursing, 21(23-24), 3451–3465. doi:10.1111/j.1365-2702.2012.04348.xSearch in Google Scholar PubMed

Reedy, G. B. (2015). Using cognitive load theory to inform simulation design and practice. Clinical Simulation in Nursing, 11(8), 355–360. doi:10.1016/j.ecns.2015.05.004Search in Google Scholar

Rudd, C., Freeman, K., Swift, A., & Smith, P. (2010). Use of simulated learning environments in nursing curricula. Retrieved from http://hdl.voced.edu.au/10707/440753.Search in Google Scholar

Smith, C., Perkins, G., Bullock, I., & Bion, J. (2007). Undergraduate training in the care of the acutely ill patient: A literature review. Intensive Care Medicine, 33(5), 901–907. doi:10.1007/s00134-007-0564-8Search in Google Scholar PubMed

Smith, G. B., Osgood, V. M., & Crane, S. (2002). ALERT™ - a multiprofessional training course in the care of the acutely ill adult patient. Resuscitation, 52(3), 281–286. doi:10.1016/S0300-9572(01)00477-4Search in Google Scholar

Smith, S. J., & Roehrs, C. J. (2009). High-fidelity simulation: Factors correlated with nursing student satisfaction and self-confidence. Nursing Education Perspectives, 30(2), 74–78. doi:10.1016/j.ecns.2009.04.073Search in Google Scholar

StataCorp. 2015. Stata Statistical Software: Release 14. College Station, TX: StataCorp LP.Search in Google Scholar

Stewart, J., O’Halloran, C., Barton, J. R., Singleton, S. J., Harrigan, P., & Spencer, J. (2000). Clarifying the concepts of confidence and competence to produce appropriate self-evaluation measurement scales. Medical Education, 34(11), 903–909. doi:10.1046/j.1365-2923.2000.00728.xSearch in Google Scholar PubMed

Sweller, J. (1999). Instructional design in technical areas. Camberwell, Victoria: ACER Press.Search in Google Scholar

Sweller, J. (2016). Cognitive load theory: What we learn and how we learn. Learning, Design, and Technology: An International Compendium of Theory, Research, Practice, and Policy, 1–17. doi:10.1007/978-3-319-17727-4_50-1Search in Google Scholar

Torcasio, S., & Sweller, J. (2010). The use of illustrations when learning to read: A cognitive load theory approach. Applied Cognitive Psychology, 24(5), 659–672. doi:10.1002/acp.1577Search in Google Scholar

Tun, J. K., Alinier, G., Tang, J., & Kneebone, R. L. (2015). Redefining simulation fidelity for healthcare education. Simulation & Gaming, 46(2), 159–174. doi:10.1177/1046878115576103Search in Google Scholar

Van Gog, T., Kester, L., & Paas, F. (2011). Effects of worked examples, example-problem, and problem-example pairs on novices’ learning. Contemporary Educational Psychology, 36(3), 212–218. doi:10.1016/j.cedpsych.2010.10.004Search in Google Scholar

van Merrienboer, J. J. (2015). Worked examples in the classroom. Perspectives on Medical Education, 4(6), 282–283. doi:10.1007/s40037-015-0226-4Search in Google Scholar PubMed PubMed Central

White, A. H. (2003). Clinical decision making among fourth-year nursing students: An interpretive study. The Journal of Nursing Education, 42(3), 113–120. doi:10.3928/0148-4834-20030301-06Search in Google Scholar PubMed

Young, J. Q., Van Merrienboer, J., Durning, S., & Ten Cate, O. (2014). Cognitive load theory: Implications for medical education: AMEE guide no. 86. Medical Teacher, 36(5), 371–384. doi:10.3109/0142159X.2014.889290Search in Google Scholar PubMed

Zendejas, B., Wang, A. T., Brydges, R., Hamstra, S. J., & Cook, D. A. (2013). Cost: The missing outcome in simulation-based medical education research: A systematic review. Surgery, 153(2), 160–176. doi:10.1016/j.surg.2012.06.025Search in Google Scholar PubMed