This qualitative descriptive study investigated the experiences and professional outcomes of novice registered nurses participating in professional development nursing simulations integrating worked examples, a cognitive load instructional design principle. Drawing upon cognitive load theory and the worked examples principle, the study addressed two key research questions: (1) How do novice registered nurses perceive their experience in professional development nursing simulations with integrated worked examples? (2) What are the professional outcomes described by novice registered nurses in these simulations? Semi-structured interviews were conducted with eighteen novice registered nurses from a Midwest hospital setting, supplemented by a focus group involving four participants. Using Braun and Clarke's six-phase reflexive thematic analysis approach, six themes emerged: "Immersive Learning Experience," "Supportive Learning Environment," "Cognitive and Emotional Domains," "Professional Confidence and Growth," "Skill Acquisition and Application," and "Critical Thinking and Reflection." This study provides insights into how cognitive load theory can inform instructional design in nursing simulation, optimizing learning outcomes and supporting the professional development of novice nurses. The findings underscore the potential effectiveness of worked examples as an instructional strategy in nursing professional development simulations, with implications for nursing education and research in simulation-based learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]