Mental load in low fidelity simulation associated with interactive instructional material

Abstract

Introduction: Clinical simulation activities are often accompanied by pre-delivered supporting instructional material. This, paradoxically, may imply an increase in the demand for mental resources to be able to process them. The mental load theory proposes a limited capacity of the working memory, for which it is necessary to measure the mental load associated with the instructional material.

Objective: To evaluate mental workload in low fidelity simulations in nursing students, with and without the use of interactive instructional material.

Method: Quantitative, experimental, case-control design. The sample was 105 students, of census type, with random assignment to the control and case group. The case group was exposed to video-type instructional material and reading of the learning guide, versus the control group, exposed only to reading. Mental load was measured with the NASA-TXL instrument, after a low-fidelity simulation.

Results: The mean scores for the control and case groups were, respectively: mental demand 5.69 ± 1.93 vs 6.24 ± 2.17 (p>0.05), physical demand 3.22 ± 1.91 vs 3.47 ± 2.13 (p > 0.05), temporal demand 4.89 ± 2.32 vs 5.49 ± 2.71 (p > 0.05), effort 6.98 ± 1.78 vs 7.61 ± 1.83 (p < 0.05), frustration level 4.81 ± 2.50 vs 6.02 ± 2.83 (p < 0.05) and performance 7.91 ± 1.49 vs 7.71 ± 1.45 (p > 0.05).

Conclusions: There were significant differences in the effort and frustration level scales. In the mental, physical and temporal demand scales, the case group presented higher scores, without significant differences. Self-perceived performance was lower in the case group.