Abstract
The COVID-19 pandemic underscored the imperative for efficacious online instructional designs that could function as viable alternatives to conventional, hands-on clinical training for nursing students. This study, conducted at a university in South Texas, employed an online innovation project to simulate clinical experiences. We posited that customized online learning simulations could mitigate cognitive load and augment virtual learners' self-efficacy, thereby influencing associative information processing. Our analyses centered on participants' learning experiences, cognitive load, and the ramifications on their self-efficacy and motivation in a virtual setting. Data indicated that the skills acquired were applicable in real-world clinical settings, and participants reported high levels of instructional support and low frustration levels.
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