Qualitative Study on Cognitive Load in Epilepsy Specialist Nurse Training in Northeast China: A Phenomenological Study Among Ten Trained Nurses.

Background: Although cognitive load theory has been applied in general nursing education, its role in epilepsy specialist training remains unexplored, particularly in resource-constrained regions such as Northeast China, where medical disparities intensify learning barriers.

Objective: To investigate the cognitive load experienced by epilepsy specialist nurses (ESNs) during training in Northeast China.

Methods: The research participants were 10 nurses who underwent epilepsy training between December 2023 and February 2024, all from tertiary hospitals within the province. Data were collected through semi-structured interviews. Colaizzi's phenomenological method was used for data analysis.

Results: Epilepsy specialist training nurses face challenges related to intrinsic load, including inadequate disease knowledge and the complex nature of neuroanatomy and electrophysiology. Extrinsic load arises from the negative effects of instructional techniques and educational environments, such as the limitations of traditional teaching methods and the mixed effectiveness of scenario-based simulations. Germane load relates to professional beliefs that enhance learning effectiveness, such as the influence of exemplary mentors and professional identity, along with active reflection and the internalisation of knowledge, which can substantially improve the learning outcomes of ESNs.

Conclusion: Nurses engaged in epilepsy care in Northeast China experience a relatively high cognitive load during ESNs training, and their level of specialised theoretical knowledge requires improvement. Optimising the training model by reducing intrinsic and extrinsic loads while increasing germane load can effectively enhance the training's overall effectiveness. The findings of this study offer specific recommendations for improving the quality of ESNs training in real medical education settings.