Akademik Veri Yönetim Sistemi
2. Uluslararası Hemşirelik Eğitiminin Geleceği Kongresi , Ankara, Türkiye, 18 - 19 Eylül 2025, ss.1-3, (Özet Bildiri)
Background and aim: Nursing education is a
critical process for developing the skills needed for the safe and effective
administration of medication. In order to prevent medication errors, it is
necessary to support students' knowledge, skills and clinical decision-making
competencies. This study aimed to evaluate the effect of a simulation-based
training programme designed according to cognitive load theory on nursing
students’ competency in administering medication.
Materials and methods: This randomised controlled
experimental study with a pre-test–post-test control group design was conducted
with 112 third- and fourth-year nursing students enrolled at a foundation
university who met the inclusion criteria. The control group (n = 54) received
medication administration training within the standard curriculum, while the
intervention group (n = 58) participated in simulation-based training
structured in accordance with the principles of cognitive load theory. Data
were collected using a student information form, a medication administration
knowledge test, skill performance checklists, a self-assessment form, a
cognitive load scale, a safe medication administration scenario checklist and
the Simulation Self-Report Cognitive Load Measurement Tool 2.0. Data were
analysed using IBM SPSS Statistics 22.
Results: The intervention group achieved significantly
higher scores on the knowledge test, skill performance and scenario checklist
than the control group (p < 0.001). Following the training, self-assessment
scores regarding medication administration competency increased in both groups.
However, no statistically significant difference was found between the two
groups (p = 0.37). Regarding cognitive load, no significant change was observed
in the control group (p = 0.66), whereas a significant decrease was detected in
the intervention group (p < 0.001).
Conclusion: The findings suggest that the simulation-based
training programme, which was designed according to cognitive load theory, is
effective in improving the knowledge, skills and clinical decision-making of
nursing students, while also reducing their cognitive load. Therefore,
cognitive load should be considered when designing simulation-based learning
experiences.
Keywords: cogntive load
theory, simulation based experince learning, medication comptenecy, nursing.