Student Research Symposium Program Portal

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Submission information

Submission Number: 142

Submission ID: 8985

Submission UUID: 7f1fd5d2-26d7-4e6b-9f2f-6f58f088e393

Submission URI: /student-research/symposium/research-symposium-program-portal

Submission Update: /student-research/symposium/research-symposium-program-portal?token=jzOet_4B-_GTvopTeMtvT2NCHYN7wvpWlpP66fSGjOw

Created: Tue, 01/06/2026 - 08:39 PM

Completed: Tue, 01/06/2026 - 10:06 PM

Changed: Tue, 01/06/2026 - 10:06 PM

Remote IP address: 2600:1702:78c0:1810:944d:5747:1f14:ff42

Submitted by: Anonymous

Language: English

Is draft: No

Webform: Research Symposium Program Portal WF

Submitted to: Student Research Symposium Program Portal

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firstdraft.jpg80.21 KB

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Abstract

Simulation-based education is foundational in nurse anesthesia training, yet variability in student preparation can affect performance during high-stakes assessments. Instructional videos designed with cognitive learning principles offer a way to standardize preparation and improve learner outcomes. This doctoral project asked the question —In nurse anesthesia students undergoing simulation lab training (P), does watching an instructional video beforehand (I), compared to no video preparation (C), lead students to believe that the video improves their simulation performance (O)? To answer this question, we evaluated whether access to a custom-designed instructional video before a simulation lab improved second-year student registered nurse anesthetists’ (SRNAs) perceived preparedness, confidence, and procedural recall during a complex emergence scenario. A pre–post intervention design was used. SRNAs first completed a “Complicated Induction” simulation without preparatory video and then completed a pre-intervention survey assessing confidence and recall. Two weeks later, the same cohort completed a “Complicated Emergence” simulation after viewing a video developed using Mayer’s Cognitive Theory of Multimedia Learning. A post-intervention survey assessed the same metrics and asked about the perceived impact of the video. Students reported improved confidence, clarity, and preparedness after the video-enhanced simulation. Most participants believed the video contributed positively to their performance. These findings are consistent with existing literature demonstrating that multimedia instruction, when designed to manage cognitive load and enhance engagement, improves learning outcomes. Instructional videos that are theory-informed and delivered “just-in-time” represent a scalable, low-cost strategy to enhance simulation preparation in nurse anesthesia education.

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Carey, Forehand, Jung, Hodgen Project Poster 2026_0.pdf351.61 KB

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Screenshot 2026-01-06 183008_0.png247.83 KB

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