Mitigating Cognitive Overload in Nursing Education: An Integrative Review

BACKGROUND: Nursing students face unique cognitive challenges as they navigate the dual demands of academic coursework and clinical education. These demands can strain cognitive resources, resulting in cognitive overload, hindering their ability to process and retain information, and underscoring the need for educational strategies that optimize working memory and support learning. PURPOSE: This integrative review synthesizes what is known about factors that impact cognitive load and explores strategies to mitigate cognitive overload in nursing education. METHODS: Guided by Whittemore and Knafl's methodology for integrative reviews, 5 electronic databases were searched for articles published between 2020 and 2025. A total of 22 articles were included in this review. RESULTS: Strategies to reduce intrinsic and extrinsic load include scaffolding, multimodal instruction, emotional regulation, and student support mechanisms such as real-time coaching and cognitive aids, which support learners' cognitive processing. CONCLUSIONS: Aligning instructional design with cognitive principles enhances learning, reduces cognitive load, and improves outcomes.