J Korean Acad Nurs.  2017 Aug;47(4):526-539. 10.4040/jkan.2017.47.4.526.

Development and Testing of a Mastery Learning Program of Nursing Skills for Undergraduate Nursing Students

Affiliations
  • 1Department of Nursing, Wonju College of Medicine, Yonsei University, Wonju, Korea. songhy@yonsei.ac.kr

Abstract

PURPOSE
This study was undertaken to develop and test a mastery learning program of nursing skills for undergraduate nursing students.
METHODS
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.
RESULTS
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.
CONCLUSION
The results suggest that a mastery learning program for undergraduate students can lead to better improvement and performance of essential nursing skills.

Keyword

Program development; Learning; Nursing student

MeSH Terms

Diagnostic Tests, Routine
Humans
Learning*
Methods
Nursing*
Patient Transfer
Program Development
Students, Nursing*

Figure

  • Figure 1. Process of mastery learning.


Reference

References

1. Jung HJ. The development and effects of nursing simulation program based on the mastery learning model and peer feedback debriefing methods. Journal of Learner-Centered Curriculum and Instruction. 2016; 16(10):29–57. http://dx.doi.org/10.22251/jlcci.2016.16.10.29.
Article
2. Sin KM, Kwon JO, Kim EY. Factors associated with new graduate nurses’ reality shock. Journal of Korean Academy of Nursing Administration. 2014; 20(3):292–301. http://dx.doi.org/10.11111/jkana.2014.20.3.292.
Article
3. Korean Accreditation Board of Nursing. Essential nursing skills for accreditation [Internet]. Seoul: Author;2012. [cited 2016 December 05]. Available from:. http://www.kabone.or.kr/HyAdmin/upload/goodFile/120130201102332.pdf.
4. Chae YJ, Ha YM. Effectiveness of education program for core fundamental nursing skills using recording video with smart-phone and formative feedback. Journal of Digital Convergence. 2016; 14(6):285–294. http://dx.doi.org/10.14400/JDC.2016.14.6.285.
Article
5. Blum CA, Borglund S, Parcells D. High-fidelity nursing simulation: Impact on student self-confidence and clinical competence. International Journal of Nursing Education Scholarship. 2010; 7:Article 18. http://dx.doi.org/10.2202/1548-923x.2035.
Article
6. Guskey TR. Closing achievement gaps: Revisiting Benjamin S. Bloom’s “Learning for mastery”. Journal of Advanced Academics. 2007; 19(1):8–31. http://dx.doi.org/10.4219/jaa-2007-704.
Article
7. Kim JW. The separate and combined effect size of the enhanced prerequisite learning, the use of organizers and the feedback-corrective procedures of mastery learning. The Journal of Educational Research. 1994; 32(5):235–253.
8. McGaghie WC, Issenberg SB, Cohen ER, Barsuk JH, Wayne DB. Medical education featuring mastery learning with deliberate practice can lead to better health for individuals and populations. Academic Medicine. 2011; 86(11):e8–e9. http://dx.doi.org/10.1097/ACM.0b013e3182308d37.
Article
9. Wayne DB, Butter J, Siddall VJ, Fudala MJ, Wade LD, Fein-glass J, et al. Mastery learning of advanced cardiac life support skills by internal medicine residents using simulation technology and deliberate practice. Journal of General Internal Medicine. 2006; 21(3):251–256. http://dx.doi.org/10.1111/j.1525-1497.2006.00341.x.
Article
10. Wayne DB, Barsuk JH, O’Leary KJ, Fudala MJ, McGaghie WC. Mastery learning of thoracentesis skills by internal medicine residents using simulation technology and deliberate practice. Journal of Hospital Medicine. 2008; 3(1):48–54. http://dx.doi.org/10.1002/jhm.268.
Article
11. Barsuk JH, Cohen ER, Vozenilek JA, O’Connor LM, McGaghie WC, Wayne DB. Simulation-based education with mastery learning improves paracentesis skills. Journal of Graduate Medical Education. 2012; 4(1):23–27. http://dx.doi.org/10.4300/jgme-d-11-00161.1.
Article
12. Barsuk JH, Cohen ER, Mikolajczak A, Seburn S, Slade M, Wayne DB. Simulation-based mastery learning improves central line maintenance skills of ICU nurses. The Journal of Nursing Administration. 2015; 45(10):511–517. http://dx.doi.org/10.1097/nna.0000000000000243.
Article
13. McGaghie WC, Issenberg SB, Barsuk JH, Wayne DB. A critical review of simulation-based mastery learning with translational outcomes. Medical Education. 2014; 48(4):375–385. http://dx.doi.org/10.1111/medu.12391.
Article
14. Kwon EO, Shim MY, Choi EH, Lim SH, Han KM, Lee EJ, et al. The effects of an advanced cardiac life support simulation training based on the mastery learning model. Journal of Korean Clinical Nursing Research. 2012; 18(1):126–135.
15. Kim BH, Chang SJ, Choi JS. The development and evaluation of a clinical practice nursing students’icrobiology program based on the mastery learning model. Journal of Korean Biological Nursing Science. 2013; 15(2):90–98. http://dx.doi.org/10.7586/jkbns.2013.15.2.90.
16. Bloom BS. Mastery learning. Block JH, editor. Mastery learning: Theory and practice. New York, NY: Holt, Rinehart, and Winston;1971. p. 47–63.
17. Cusimano MD. Standard setting in medical education. Academic Medicine. 1996; 71(10 Suppl):S112–S120.
Article
18. Downing SM, Tekian A, Yudkowsky R. Procedures for establishing defensible absolute passing scores on performance examinations in health professions education. Teaching and Learning in Medicine. 2006; 18(1):50–57. http://dx.doi.org/10.1207/s15328015tlm1801_11.
19. Griswold-Theodorson S, Ponnuru S, Dong C, Szyld D, Reed T, McGaghie WC. Beyond the simulation laboratory: A realist synthesis review of clinical outcomes of simulation-based mastery learning. Academic Medicine. 2015; 90(11):1553–1560. http://dx.doi.org/10.1097/acm.0000000000000938.
20. Polit DF, Beck CT. The content validity index: Are you sure you know what’s being reported? Critique and recommendations. Research in Nursing and Health. 2006; 29(5):489–497. http://dx.doi.org/10.1002/nur.20147.
Article
21. Lee EO, Lim NY, Park HA, Lee IS, Kim JI, Bae J, et al. Nursing research and statistics. Paju: Soomoonsa;2009.
22. Tang WE, Dong L. Applying mastery learning in a clinical skills training program for primary care nurses. Journal of Continuing Education in Nursing. 2013; 44(12):535–541. http://dx.doi.org/10.3928/00220124-20131015-13.
Article
23. Durham CF, Alden KR. Enhancing patient safety in nursing education through patient simulation. Hughes RG, editor. Patient safety and quality: An evidence-based handbook for nurses. Rockville, MD: Agency for Healthcare Research and Quality;2008. p. 1364–1403.
24. Shin SJ. A study on the implementation of clinical performance examination for nurses. National Health Personnel Licensing Examination Board. Proceedings of the public hearing on national certification examination for registered nurse. Seoul: National Health Personnel Licensing Examination Board of the Republic of Korea;2014. p. 37–67.
25. Cook DA, Brydges R, Zendejas B, Hamstra SJ, Hatala R. Mastery learning for health professionals using technology-enhanced simulation: A systematic review and meta-analysis. Academic Medicine. 2013; 88(8):1178–1186. http://dx.doi.org/10.1097/ACM.0b013e31829a365d.
26. Cason ML, Gilbert GE, Schmoll HH, Dolinar SM, Anderson J, Nickles BM, et al. Cooperative learning using simulation to achieve mastery of nasogastric tube insertion. The Journal of Nursing Education. 2015; 54(3 Suppl):S47–S51. http://dx.doi.org/10.3928/01484834-20150218-09.
Article
27. Hunter T. Mastery learning in nursing education. The Oklahoma Nurse. 2012; 57(3):11.
Full Text Links
  • JKAN
Actions
Cited
CITED
export Copy
Close
Share
  • Twitter
  • Facebook
Similar articles
Copyright © 2024 by Korean Association of Medical Journal Editors. All rights reserved.     E-mail: koreamed@kamje.or.kr