Abstract
Nursing pharmacology is a complex and content-dense course that is often difficult for educators and students. Cognitive load theory 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 cognitive load theory. The Pharmacology Phamily Project is a multimodal, multiphase 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.
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