Park SoMi, Hur Hea Kung, Kim Ki Kyong, Song Hee Young
Department of Nursing, Wonju College of Medicine, Yonsei University, Wonju, Korea.
J Korean Acad Nurs. 2017 Aug;47(4):526-539. doi: 10.4040/jkan.2017.47.4.526.
This study was undertaken to develop and test a mastery learning program of nursing skills for undergraduate nursing students.
In this methodological study, first, the preliminary draft of a mastery learning program to provide training for nursing skills was developed based on Bloom's framework for mastery learning. Second, to test the developed program, a single-blinded, nonequivalent control group nonsynchronized study was conducted on 50 senior nursing students in a University selected by convenient sampling. Thirteen students were assigned to a control group; 13, 12, and 13 of them were assigned to intravenous therapy, transfusion, and patient transfer groups, respectively. The achievement levels and performance scores of the selected nursing skills were measured before and after the completion of the program in all the groups. Lastly, the final program was confirmed based on the results of the program testing.
Intravenous therapy, transfusion, and patient transfer were selected as essential nursing skills for the program based on the priorities rated by clinical instructors and staff nurses. The achievement levels of selected nursing skills were determined by Angoff scores. After participating in the program, the proportion of passers and performance scores of the nursing skills in the experimental groups were significantly higher than those in the control group. The final program was confirmed which included a diagnostic test, enrichment activities for the passers and three repetitions of corrective activities and formative assessments for non-passers.
The results suggest that a mastery learning program for undergraduate students can lead to better improvement and performance of essential nursing skills.
本研究旨在开发并测试一个针对本科护理学生的护理技能掌握学习项目。
在这项方法学研究中，首先，基于布鲁姆掌握学习框架，制定了一个为护理技能提供培训的掌握学习项目初稿。其次，为测试所开发的项目，对一所大学通过便利抽样选取的50名高年级护理学生进行了单盲、非等效对照组非同步研究。13名学生被分配到对照组；其中13名、12名和13名学生分别被分配到静脉治疗组、输血组和患者转运组。在所有组完成项目前后，对所选护理技能的达标水平和表现分数进行了测量。最后，根据项目测试结果确定最终项目。
根据临床教师和护士评定的优先级，静脉治疗、输血和患者转运被选为该项目的基本护理技能。所选护理技能的达标水平由安格夫分数确定。参与项目后，实验组护理技能的及格比例和表现分数显著高于对照组。最终项目得到确认，其中包括诊断测试、为及格者开展的强化活动以及为不及格者进行的三次纠正活动和形成性评估。
结果表明，本科生掌握学习项目可使基本护理技能得到更好的提升和表现。
