Mehdipour-Rabori Roghayeh, Bagherian Behnaz, Nematollahi Monirsadat
Nursing Research Center, Kerman University of Medical Sciences, Kerman, Iran.
Department of medical- surgical nursing, Razi faculty of Nursing and Midwifery, Kerman University of Medical Sciences, Kerman, Iran.
BMC Nurs. 2021 Jan 6;20(1):10. doi: 10.1186/s12912-020-00532-9.
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.
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.
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.
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.
临床教育是护理教育的重要组成部分。所选的临床教学方法会影响教育质量。基于模拟的掌握学习已被用于提高护生的临床技能，并且可能提供一种提升护理技能的新方法。本研究旨在评估2017年至2019年基于模拟的掌握学习对本科护生临床技能的影响。
本准实验研究分为两组（对照组和干预组）。通过随机便利抽样选取105名学生，并获得书面同意。干预组参与基于模拟的掌握学习干预，对照组除接受传统培训外未接受其他干预。两组学生在干预前后均完成人口统计学信息问卷和清单。结果采用SPSS 21版进行分析，并进行描述性和推断性统计。
结果显示干预前两组之间无显著差异（p>0.05）。此外，与基线相比，干预组和对照组学生在测试后的表现均有显著提高（p<0.05）。此外，科恩检验表明，干预组使用的基于模拟的掌握模型比对照组使用的传统培训显著更有效。
这些结果表明，掌握学习在提高本科护生临床技能方面更有效。结果表明，可以通过实施基于掌握的学习模型来开发其他护理和健康项目。
