Mediating Effects of Cognitive Load on the Relationship Between Learning Flow and Clinical Reasoning Skills in Virtual Simulation Learning

초록

Background: Although the demand for virtual simulation learning is increasing to substitute clinical practicum, there are a lack of studies that identify the relationships among learning flow, cognitive load, and clinical reasoning skills in virtual simulation learning. Methods: This study was a cross-sectional survey with 148 nursing students who completed virtual simulation learning as a substitution for clinical practicum during the COVID-19 pandemic. Participants completed a web-based self-administered questionnaire. Data were analyzed using multiple regression analysis to identify the mediating effects of cognitive load on the relationship between learning flow and clinical reasoning skills. Results: Learning flow and cognitive load were significant predictors of clinical reasoning skills. Cognitive load mediated the relationship between learning flow and clinical reasoning skills. Conclusion: Simulation educators should apply best-practice standards by enhancing learning flow and cognitive load to achieve clinical reasoning skills in virtual simulation learning. © 2022

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