The Effect of Mastery learning model for suction and oxygen therapy skills in nursing students

Dorri, Safoura; Hakimi, Hamideh

doi:10.29252/rme.9.4.19

Cited by 6 publications

(7 citation statements)

References 19 publications

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“…Relying on traditional teaching methods in ICU may leave residents ill-equipped to handle patients receiving mechanical ventilation [20] safely. Cohen showed that the mastery learning method led to the acquisition of nasogastric tube skills in nursing students [21].…”

Section: Introductionmentioning

confidence: 99%

Simulation-based mastery improved nursing skills in BSc Nursing Students: a quasi-experimental study

Mehdipour-rabori

Bagherian

Nematollahi

2020

Preprint

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Background: Clinical education is an essential part of nursing education. Selected clinical teaching methods influence the quality of education. Simulation-based mastery learning has been used to improve clinical skills among nursing students and may provide a novel way to enhance nursing skills. This study aimed to assess the effect of simulation-based mastery learning on the clinical skills of undergraduate nursing students from 2017 to 2019.Methods: This quasi-experimental study was conducted with two groups (the control and intervention). A hundred and five students were selected by random convenience sampling, and written consent was obtained. The intervention group participated in a simulation-based mastery learning intervention, and the control group received no intervention except for traditional training. The students of both groups completed the demographic information questionnaire and the checklist before and after the intervention. The results were analyzed by SPSS version 21 and descriptive and inferential statistics.Results: The results showed no significant differences between the two groups before the intervention (p> 0.05). In addition, students' performance in the intervention and control groups improved significantly at the post-test compared with the baseline (p<0.05). Furthermore, the Cohen test implied that the simulation-based mastery model used by the intervention group was significantly more effective than the traditional training used by the control.Conclusion: These findings showed that mastery learning was more effective in improving clinical skills in undergraduate nursing students. The results suggest that other nursing and health programs can be developed by implementing a mastery-based learning model.

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Section: Introductionmentioning

confidence: 99%

Simulation-based mastery improved nursing skills in BSc Nursing Students: a quasi-experimental study

Mehdipour-rabori

Bagherian

Nematollahi

2020

Preprint

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“…In this method, learners are subjected to regular assessments until reaching the designated level of mastery. All students can achieve the same level of learning, although the amount of time required for mastery is variable (1).…”

Section: Contextmentioning

confidence: 99%

The Role of Mastery Learning in Clinical Education: A Systematic Review

Shamsi

Dorri

2019

Strides Dev Med Educ

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Context:Effective clinical skills training of medical students can guarantee a higher quality of care, diagnosis, and treatment for patients. Therefore, selection of appropriate methods of clinical education is of great significance. Mastery learning is one of the learning models in which educational progress is not dependent on time, but rather performance. In this model, the learner is constantly assessed until achieving mastery. All students can achieve the same level of learning, although the amount of time required for mastery is variable. Objectives:The purpose of the present study was to review the literature on the effects of mastery learning on the clinical education of medical students.Data Sources: This systematic review was conducted in English and Persian databases to evaluate articles on mastery learning in clinical education, published from 1990 to 2016. In the primary search, 503 articles were retrieved using Persian and English keywords, including "clinical teaching" and "mastery learning". After reviewing the abstracts, 50 relevant articles were selected, and, finally, 26 articles were reviewed.Results: Based on the findings, mastery learning can improve skill mastery among students, reduce the complications of medical interventions, increase the students' self-confidence, reduce the required time for skill acquisition, increase the students' knowledge, and improve their communication skills. Also, this method of learning has been effectively applied in medicine, nursing, and occupational therapy for students and hospital staff. Conclusions:Mastery learning is a suitable method for teaching clinical skills to students. Considering the advantages of this method, it can be used effectively to train students from different medical disciplines.

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Section: Introductionmentioning

confidence: 99%

Simulation-based mastery improves nursing skills in BSc nursing students: a quasi-experimental study

2021

View full text Add to dashboard Cite

Background Clinical education is an essential part of nursing education. Selected clinical teaching methods influence the quality of education. Simulation-based mastery learning has been used to improve clinical skills among nursing students and may provide a novel way to enhance nursing skills. This study aimed to assess the effect of simulation-based mastery learning on the clinical skills of undergraduate nursing students from 2017 to 2019. Methods This quasi-experimental study was conducted with two groups (the control and intervention). A hundred and five students were selected by random convenience sampling, and written consent was obtained. The intervention group participated in a simulation-based mastery learning intervention, and the control group received no intervention except for traditional training. The students of both groups completed the demographic information questionnaire and the checklist before and after the intervention. The results were analyzed by SPSS version 21 and descriptive and inferential statistics. Results The results showed no significant differences between the two groups before the intervention (p> 0.05). In addition, students’ performance in the intervention and control groups improved significantly at the post-test compared with the baseline (p< 0.05). Furthermore, the Cohen test implied that the simulation-based mastery model used by the intervention group was significantly more effective than the traditional training used by the control. Conclusion These findings showed that mastery learning was more effective in improving clinical skills in undergraduate nursing students. The results suggest that other nursing and health programs can be developed by implementing a mastery-based learning model.

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The Effect of Mastery learning model for suction and oxygen therapy skills in nursing students

Cited by 6 publications

References 19 publications

Simulation-based mastery improved nursing skills in BSc Nursing Students: a quasi-experimental study

Simulation-based mastery improved nursing skills in BSc Nursing Students: a quasi-experimental study

The Role of Mastery Learning in Clinical Education: A Systematic Review

Simulation-based mastery improves nursing skills in BSc nursing students: a quasi-experimental study

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