Welcome back to Changing Course, in this issue we will examine the power of “chunking” in nursing education. As nurse educators, we are constantly striving to enhance student engagement and retention of complex material. In our rapidly evolving digital age, traditional lecturing methods often fall short. Enter the concept of chunking – breaking up content into smaller manageable segments (Hreha, 2023). This technique aligns with the cognitive load theory and the decreasing attention span of today’s nursing students.
Understanding Cognitive Load and Attention Span
Cognitive load is the amount of information our working memory can process at any given time (Medical College of Wisconsin, 2022). When overwhelmed with information, our ability to process and retain that information, or cognitive load, diminishes. Much like an oversized truck clogging up a highway, cognitive load can overwhelm the mind, slowing the flow of information and making it harder for important details to reach their destination. To avoid this mental traffic jam, educators must carefully consider how information is delivered to students.
Lecture has long been a common teaching strategy in nursing education because of the vast amount of knowledge, skills, and attitudes that students must master in order to become safe practicing nurses; however, advances in neuroscience tell us that lecturing is not the best method. Students rarely remember more than a fraction of the passively acquired information (Mauldin, 2021). Nursing students, who are often stuck in the mental traffic jam, can particularly benefit from strategies that reduce cognitive load.
Understanding the relationship between cognitive load and attention is important when considering the benefits of chunking in nursing education. Cognitive load and attention are inversely related. A decreased attention span can increase cognitive load, while increased cognitive load can decrease attention span. When there is too much information to process, working memory becomes overloaded and inefficient, reducing attention and leaving little room left for shifting information to long-term memory. To further complicate things, attention spans have significantly decreased with the advent of the digital age. According to Bradbury (2016), there is a decline in students’ attention 10-15 minutes into traditional lectures and the longer a lecture, the less material is retained. It is no surprise that today’s nursing students that are accustomed to the rapid pace and constant stimuli of digital media, find lengthy lectures particularly challenging.
Enter Chunking
Neuroscience supports the effectiveness of chunking. Our brains are wired to recognize and recall patterns. By breaking information into smaller, cohesive chunks, we facilitate the creation of mental schemas, enhancing comprehension and recall. Chunking also leverages the brain’s natural propensity to detect and memorize sequences, making it easier to build and retrieve complex knowledge structures. Breaking up lecture content into smaller segments can maintain student engagement, foster active learning, and revolutionize the learning experience for nursing students.
The Chunking Cycle
For me, chunking begins with the brief introduction of a topic with a polling, think-pair-share, or socrative questioning. The purpose of the introduction phase is to gauge the students’ understanding of the topic.
Next, teaching occurs based on the needs of the students. Teaching usually involves a brief lecture on the “need to know” information about the topic.
Then the students are given the opportunity to apply what they learned. This can be accomplished in many ways, for example: gaming, case-study, mini-simulations, role-playing, storytelling, etc. A deliverable fits in nicely here and helps to provide evidence of mastery.
Finally, the topic is reinforced through discussion, clarification of misconceptions or muddy points, and reflection on learning.
Preparation is Key!
The key to successful chunking lies in careful planning. Before implementing this strategy, it is essential to thoughtfully select topics and identify the “need-to-know” information in advance. This ensures that the content is relevant and manageable. Active learning strategies, such as group activities or problem-solving exercises, should also be mapped out, along with specific points for discussion and reflection to deepen student engagement. However, the most critical aspect of chunking is timing. For maximum effectiveness, the entire cycle—from introducing a concept to engaging in active learning and reflection—should last no more than 20 minutes. This keeps learners focused and prevents cognitive overload, promoting better retention and understanding.
Rinse and Repeat
Once the initial chunking cycle is complete, it’s time to repeat the process—though with a twist. While the core structure remains the same, it’s important to vary the application activities to keep learners engaged and deepen their understanding. Incorporating diverse learning modalities, such as visual, auditory, and kinesthetic approaches, helps ensure that all students can connect with the material in ways that suit their strengths. This makes the chunking method a powerful tool for fostering an inclusive and accessible learning environment. Periodic check-ins are also crucial; by gathering feedback on what’s working and what isn’t, you can adjust your strategy to better meet the evolving needs of your students, ensuring continuous improvement in their learning experience.
Clear the Mental Traffic Jam
Chunking offers an effective way to manage cognitive load, increase student engagement, and make learning more accessible. By breaking complex material into smaller, digestible segments and integrating diverse application activities, we can better align with students’ attention spans and learning preferences. Careful planning, timing, and feedback are key to maximizing the benefits of this approach. As nursing education continues to evolve, chunking provides a dynamic framework that promotes deep understanding and prepares students for the complexities of clinical practice. Start chunking your lessons and clear the path to learning!
Coming up in the next edition of Changing Course . . . . Ignite Thinking with Mini-Cases!
References
Bradbury, N. A. (2016). Attention span during lectures: 8 seconds, 10 minutes, or more? Advances in Physiology Education, 40(4), 509–513. https://doi.org/10.1152/advan.00109.2016
Hreha, J. (2023). What is chunking in behavioral science? https://www.thebehavioralscientist.com/glossary/chunking
Mauldin, B. (2021). A Novel Teaching Strategy in Nursing Pharmacology: Learning Using Cognitive Load Theory. Nursing Education Perspectives, 42 (6), E158-E160. doi: 10.1097/01.NEP.0000000000000814.
Medical College of Wisconsin. (2022). Cognitive load theory: A guide to applying cognitive load theory to your teaching. Office of Educational Improvement. https://www.mcw.edu/-/media/MCW/Education/Academic-Affairs/OEI/Faculty-Quick-Guides/Cognitive-Load-Theory.pdf
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