Event Title
Learning Nursing Pharmacology Using Cognitive Load Theory
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Lyceum Winners
Third Place - Outstanding Graduate Poster Presentation
Document Type
Poster Presentation
Date of Publication
4-17-2020
Abstract
Nursing pharmacology is a complex and content-dense course that is often difficult for educators and students. Cognitive load theory (CLT) explains why utilizing slide-decks for instruction overloads the working memory and impedes processing information into long-term memory. An instructional design change in a baccalaureate nursing pharmacology course provided an example of understanding the impact of CLT. The Pharmacology Phamily Project is a multi-modal, multi-phase assignment in which students created a case study video about a unique medication and presented it via discussion board for peer feedback and learning. Student investment improved over traditional past semesters and student-to-instructor feedback was positive.
Keywords
nursing, pharmacology, learning, memory
Persistent Identifier
http://hdl.handle.net/10950/2497
Learning Nursing Pharmacology Using Cognitive Load Theory
Nursing pharmacology is a complex and content-dense course that is often difficult for educators and students. Cognitive load theory (CLT) explains why utilizing slide-decks for instruction overloads the working memory and impedes processing information into long-term memory. An instructional design change in a baccalaureate nursing pharmacology course provided an example of understanding the impact of CLT. The Pharmacology Phamily Project is a multi-modal, multi-phase assignment in which students created a case study video about a unique medication and presented it via discussion board for peer feedback and learning. Student investment improved over traditional past semesters and student-to-instructor feedback was positive.