Avni Suresh

Rush University
USA

Abstract Title: Essentials of Microlearning in Modern Nursing Education: Theory, Design, and Practical Application

Biography:

Avni Suresh, DNP, CRNA, is a nurse anesthetist and educator specializing in advanced practice nursing education and instructional innovation. Her work focuses on integrating evidence-based educational strategies into clinical training environments to enhance learner engagement, knowledge retention, and practical application. She is particularly interested in digital pedagogy, microlearning design, and the evolving role of artificial intelligence in healthcare education. Dr. Suresh is committed to developing scalable, learner-centered approaches that prepare nurses and advanced practice providers for safe and effective clinical practice.

Research Interest:

As nursing education evolves within increasingly digital and fast-paced clinical environments, educators must adopt strategies aligned with how contemporary learners access and retain information. Microlearning has emerged as a structured pedagogical approach that delivers targeted, bite-sized, action-oriented content focused on a single learning objective, typically within a brief time frame and often via mobile platforms. Grounded in Cognitive Load Theory, Ebbinghaus’ Forgetting Curve, and Self-Determination Theory, microlearning reduces cognitive overload, enhances retention through spaced repetition, and supports learner autonomy, competence, and relatedness. These theoretical foundations position microlearning as more than a trend; it represents an evidence-informed instructional strategy responsive to modern educational demands. Key characteristics include short duration (1–15 minutes), single-objective focus, on-demand accessibility, interactive design, and immediate application to practice. In healthcare education, microlearning has been utilized through mobile applications, case-based modules, gamified platforms, and short-form video instruction to support knowledge acquisition and skill reinforcement. Reported outcomes demonstrate increased learner satisfaction and improved retention compared to traditional methods. Despite its advantages, limitations include potential oversimplification of complex concepts, technological dependency, and the need for thoughtful instructional design. When strategically integrated with simulation, classroom instruction, and clinical experiences, microlearning complements rather than replaces comprehensive teaching approaches. Microlearning’s strength lies in intentional design and integration—small, structured learning experiences that produce meaningful educational impact in nursing education