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. 2024 Jun 18;24(1):678.
doi: 10.1186/s12909-024-05664-z.

Cognitive load theory in workplace-based learning from the viewpoint of nursing students: application of a path analysis

Shakiba Sadat Tabatabaee  1 , Sara Jambarsang  2 , Fatemeh Keshmiri  3
Affiliations

Cognitive load theory in workplace-based learning from the viewpoint of nursing students: application of a path analysis

Shakiba Sadat Tabatabaee et al. BMC Med Educ. .

Abstract

Purpose: The present study aimed to test the relationship between the components of the Cognitive Load Theory (CLT) including memory, intrinsic and extraneous cognitive load in workplace-based learning in a clinical setting, and decision-making skills of nursing students.

Methods: This study was conducted at Shahid Sadoughi University of Medical Sciences in 2021-2023. The participants were 151 nursing students who studied their apprenticeship courses in the teaching hospitals. The three basic components of the cognitive load model, including working memory, cognitive load, and decision-making as the outcome of learning, were investigated in this study. Wechsler's computerized working memory test was used to evaluate working memory. Cognitive Load Inventory for Handoffs including nine questions in three categories of intrinsic cognitive load, extraneous cognitive load, and germane cognitive load was used. The clinical decision-making skills of the participants were evaluated using a 24-question inventory by Lowry et al. based on a 5-point scale. The path analysis of AMOS 22 software was used to examine the relationships between components and test the model.

Findings: In this study, the goodness of fit of the model based on the cognitive load theory was reported (GIF = 0.99, CFI = 0.99, RMSEA = 0.03). The results of regression analysis showed that the scores of decision-making skills in nursing students were significantly related to extraneous cognitive load scores (p-value = 0.0001). Intrinsic cognitive load was significantly different from the point of view of nursing students in different academic years (p = 0.0001).

Conclusion: The present results showed that the CLT in workplace-based learning has a goodness of fit with the components of memory, intrinsic cognitive load, extraneous cognitive load, and clinical decision-making skill as the key learning outcomes in nursing education. The results showed that the relationship between nursing students' decision-making skills and extraneous cognitive load is stronger than its relationship with intrinsic cognitive load and memory Workplace-based learning programs in nursing that aim to improve students' decision-making skills are suggested to manage extraneous cognitive load by incorporating cognitive load principles into the instructional design of clinical education.

Keywords: Clinical education; Cognitive load; Decision-making; Extraneous cognitive load; Intrinsic cognitive load; Learning; Memory; Nursing; Workplace- based learning.

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Conflict of interest statement

The authors declare no competing interests.

Figures

Fig. 1
Fig. 1
Path analysis model: standardized coefficient estimates ICL: Intrinsic cognitive load, ECL: Extraneous cognitive load
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