Date of Conferral

3-23-2026

Degree

Ph.D.

School

Nursing

Advisor

Jill Sanko

Abstract

High-fidelity simulation experiences are an integral component of pre-licensure nursing curricula, providing students with realistic, controlled environments to develop clinical judgement skills. While these simulations enhance learning, they can increase anxiety and cognitive load, potentially impairing students’ ability to process information and derive meaningful outcomes. The purpose of this quantitative, correlational study was to examine the relationships among pre-simulation anxiety, cognitive load, and perceived simulation effectiveness in pre-licensure BSN students. Data were collected from 90 participants using the shortened Spielberger State-Trait Anxiety Inventory (STAI), the Cognitive Load Measurement–Naïve Rating Questionnaire, and the Simulation Effectiveness Tool–Modified (SET-M). Pearson correlation analyses indicated no statistically significant relationship between pre-simulation anxiety and perceived simulation effectiveness (r(88) = −.206, p = .051) and no significant relationship was found between anxiety and perceived cognitive load (r(88) = .019, p = .856). Multiple linear regression analysis also indicated that cognitive load did not mediate the relationship between anxiety and simulation effectiveness (B = −.041, β = −.036, p = .735), and pre-simulation anxiety did not significantly predict simulation effectiveness (B = −.236, β = −.206, p = .051). Findings suggest that pre-simulation anxiety and cognitive load did not influence students’ perceptions of simulation effectiveness within this sample. These results contribute to the understanding of factors influencing simulation-based learning and may inform the development of simulation experiences that support effective learning for nursing students thus supporting positive social change.

Download

Included in

Nursing Commons

Share

 
COinS