Effects of a Mastery Learning of Nursing Skills and a Nursing Simulation Practice on Clinical Competency, Communication Skills and Learning Flow of Nursing Students

2021 ◽  
Vol 21 (11) ◽  
pp. 173-185
Author(s):  
Juyeon Lee ◽  
Sehoon Hong
Keyword(s):  
Nursing Students ◽  
Communication Skills ◽  
Mastery Learning ◽  
Clinical Competency ◽  
Nursing Simulation ◽  
Nursing Skills ◽  
Learning Flow ◽  
Simulation Practice

scholarly journals Factors Influencing Metacognition, Communication Skills, and Confidence in the Performance of Core Basic Nursing Skills on Clinical Competency in Nursing Students

2019 ◽  
Vol 25 (4) ◽  
pp. 448-458 ◽  
Author(s):  
Soeun Jang ◽  
Soyoung Kim ◽  
Namhee Park
Keyword(s):  
Nursing Students ◽  
Communication Skills ◽  
Intervention Program ◽  
Clinical Performance ◽  
Correlation Coefficients ◽  
Clinical Competency ◽  
Performance Factors ◽  
Factors Influencing ◽  
Nursing Skills ◽  
The Relationship

Purpose: The aim of this study was to identify the effect of metacognition, communication skills, and confidence in the performance of core basic nursing skills on clinical competency in nursing students. Methods: A total of 158 students were recruited from two nursing colleges in B metropolitan city. Data were collected by means of self-reported questionnaires from December 3-31, 2018 and analyzed using descriptive statistics, t-test, ANOVA, Pearson's correlation coefficients and multiple linear regression with SPSS 21.0. Results: Metacognition, communication skills, and confidence in the performance of core basic nursing skills were higher than normal and the relationship between the variables metacognition (r=.69, p=<.001), communication skills (r=.69, p=<.001), and confidence in the performance of core basic nursing skills (r=.59, p=<.001) were highly positively correlated with clinical performance. Factors influencing these three variables accounted for 64.4% of clinical competency. Conclusion: Further research on the development of the curriculum and intervention program, and the verification of the effect are needed.

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

2020 ◽  
Author(s):  
Roghaye Mehdipour-rabori ◽  
Behnaz Bagheryan ◽  
monirsadat nematollahi
Keyword(s):  
Experimental Study ◽  
Nursing Students ◽  
Clinical Skills ◽  
Mastery Learning ◽  
Intervention Group ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Simulation Based ◽  
Nursing Skills ◽  
Quasi Experimental

Abstract Background: Clinical education is an essential part of nursing education. Selected clinical teaching methods influence 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 the simulation-based mastery learning on the clinical skills of undergraduate nursing students from 2017 to 2019.Methods: This study was a quasi-experimental study with two groups (the control and intervention). After receiving written consent, 105 students were selected by random convenience sampling. 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 21descriptive 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), implying that the simulation-based mastery model of the intervention group was significantly more effective than that of the control. Conclusion: These findings showed that mastery learning strategy improved the clinical skills of undergraduate nursing students. The results suggest that other nursing and health profession’s programs can develop a successful mastery-based learning model.

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