scholarly journals Design and evaluation of a simulated wound management course for postgraduate year one surgery residents

PeerJ ◽  
2021 ◽  
Vol 9 ◽  
pp. e11104
Author(s):  
Xin Qi ◽  
Rui He ◽  
Bing Wen ◽  
Qiang Li ◽  
Hongbin Wu
Keyword(s):  
Outcome Measurement ◽  
Subcutaneous Tissue ◽  
Mastery Learning ◽  
Intervention Group ◽  
Resident Training ◽  
Wound Management ◽  
Control Group ◽  
Process Measurement ◽  
Simulation Based ◽  
Quasi Experimental

Background It is vital to cover wound management knowledge and operations in the early stages of resident training. With this in mind, a simulated wound management course for postgraduate year one surgery residents (PGY1s) was designed and its effectiveness was evaluated. Methods A retrospective quasi-experimental method was used. PGY1s in 2014 constituted the control group, and PGY1s in 2015 and 2016 constituted the intervention group. The course given to the control group comprised didactic teaching followed by deliberate practice plus immediate personalized feedback. The newly designed course given to the intervention group was reconstructed and disassembled into four components according to the simulation-based mastery learning model, which were baseline test, interactive learning, basic skills practice, and reflective learning. The same performance assessments were used in the control and intervention group, including process measurement and outcome measurement. Results The process measurement showed that the intervention group’s scores were significantly higher in the “dissociation of subcutaneous tissue” and “quality of suturing and knots”. The outcome measurement showed that the accuracy of debridement was greatly improved and both key and total suture numbers were significantly higher in the intervention group. Conclusions Simulation-based mastery learning was incorporated into our proposed course framework, promoting the learning outcome of PGY1s. It has the potential to be adapted for other surgical training sites for residents in China.

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 Education ◽  
Nursing Students ◽  
Clinical Teaching ◽  
Clinical Skills ◽  
Mastery Learning ◽  
Intervention Group ◽  
Control Group ◽  
Simulation Based ◽  
Quasi Experimental

Abstract Background:Clinical education is an essential part of nursing education. Selected clinical teaching methods influence it. Simulation-based mastery learning has been used to improve clinical skills among nursing students and may provide a novel way to enhance nursing skills.The object of this study was to assessthe effect of the simulation-based mastery learning on the clinicalskills of undergraduate nursing students from 2017 till 2019.Methods:This study was a quasi-experimental study withtwo groups (the control and intervention).After receiving written consent, one 117 studentsselected 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 21 using descriptive and inferential statistics.Results:The results showed that there were no significant differences between the two groups before the intervention (p> o.o5). Also, that students’ performance in the intervention group and control group improved significantly at the post-test compared to baseline(p<0.05), implying that the simulation-based mastery model of the intervention group significantly more effective compared to that of the control.Conclusion: Thesefindings showed that mastery learning strategy improved the clinical skills ofundergraduatenursing students.The results suggest that other nursing and health profession’s programs can develop a successful mastery-based learning model.

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 ◽  
Traditional Training ◽  
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 quasi-experimental study was conducted with two groups (the control and intervention). After written consent was received, 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 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, 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 mastery-based learning model.

scholarly journals The Impact of a New Pedagogical Intervention on Nursing Students’ Knowledge Acquisition in Simulation-Based Learning: A Quasi-Experimental Study

2018 ◽  
Vol 2018 ◽  
pp. 1-10 ◽  
Author(s):  
Thor Arne Haukedal ◽  
Inger Åse Reierson ◽  
Hanne Hedeman ◽  
Ida Torunn Bjørk
Keyword(s):  
Experimental Study ◽  
Nursing Students ◽  
Intervention Group ◽  
Control Group ◽  
Theoretical Knowledge ◽  
Knowledge Test ◽  
Patient Deterioration ◽  
Simulation Based ◽  
Quasi Experimental ◽  
The Impact

Simulation-based learning is an effective technique for teaching nursing students’ skills and knowledge related to patient deterioration. This study examined students’ acquisition of theoretical knowledge about symptoms, pathophysiology, and nursing actions after implementing an educational intervention during simulation-based learning. A quasi-experimental study compared theoretical knowledge among two groups of students before and after implementation of the intervention. The intervention introduced the following new components to the existing technique: a knowledge test prior to the simulation, video-recording of the performance, and introduction of a structured observation form used by students and facilitator during observation and debriefing. The intervention group had significantly higher scores on a knowledge test conducted after the simulations in comparison to the scores in the control group. In both groups scores were highest on knowledge of symptoms and lowest on knowledge of pathophysiology; the intervention group had significantly higher scores than the control group on both topics. Students’ theoretical knowledge of patient deterioration may be enhanced by improving the students’ prerequisites for learning and by strengthening debriefing after simulation.

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

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Roghayeh Mehdipour –Rabori ◽  
Behnaz Bagherian ◽  
Monirsadat Nematollahi
Keyword(s):  
Experimental Study ◽  
Nursing Students ◽  
Clinical Skills ◽  
Mastery Learning ◽  
Intervention Group ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Simulation Based ◽  
Traditional Training ◽  
Quasi Experimental

Abstract 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.

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

2020 ◽  
Author(s):  
Roghaye Mehdipour-Rabori ◽  
Behnaz Bagherian ◽  
Monirsadat Nematollahi
Keyword(s):  
Experimental Study ◽  
Nursing Students ◽  
Clinical Skills ◽  
Mastery Learning ◽  
Intervention Group ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Simulation Based ◽  
Traditional Training ◽  
Quasi Experimental

Abstract 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.

scholarly journals Simulation-Based Mastery Learning with Deliberate Practice Improves Clinical Performance in Spinal Anesthesia

2014 ◽  
Vol 2014 ◽  
pp. 1-10 ◽  
Author(s):  
Ankeet D. Udani ◽  
Alex Macario ◽  
Kiruthiga Nandagopal ◽  
Maria A. Tanaka ◽  
Pedro P. Tanaka
Keyword(s):  
Clinical Performance ◽  
Mastery Learning ◽  
Deliberate Practice ◽  
Intervention Group ◽  
Control Group ◽  
Baseline Assessment ◽  
Simulation Based ◽  
Improved Performance ◽  
Time Required ◽  
Anesthesia Residents

Introduction.Properly performing a subarachnoid block (SAB) is a competency expected of anesthesiology residents. We aimed to determine if adding simulation-based deliberate practice to a base curriculum improved performance of a SAB.Methods.21 anesthesia residents were enrolled. After baseline assessment of SAB on a task-trainer, all residents participated in a base curriculum. Residents were then randomized so that half received additional deliberate practice including repetition and expert-guided, real-time feedback. All residents were then retested for technique. SABs on all residents’ next three patients were evaluated in the operating room (OR).Results.Before completing the base curriculum, the control group completed 81% of a 16-item performance checklist on the task-trainer and this increased to 91% after finishing the base curriculum (P<0.02). The intervention group also increased the percentage of checklist tasks properly completed from 73% to 98%, which was a greater increase than observed in the control group (P<0.03). The OR time required to perform SAB was not different between groups.Conclusions.The base curriculum significantly improved resident SAB performance. Deliberate practice training added a significant, independent, incremental benefit. The clinical impact of the deliberate practice intervention in the OR on patient care is unclear.

scholarly journals Comparing the Effects of Mastery Learning and Lectures on Nurses’ Oxygen Therapy Knowledge and Practice: A Quasi-Experimental Study in Southern Iran

2021 ◽  
Author(s):  
Sudabeh Ahmadidarrehsima ◽  
Shideh Rafati ◽  
Mahnaz Jabalbarezi ◽  
Foozieh Rafati
Keyword(s):  
Experimental Study ◽  
Teaching Hospital ◽  
Oxygen Therapy ◽  
Mastery Learning ◽  
Intervention Group ◽  
Control Group ◽  
Southern Iran ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Knowledge And Practice

Abstract Background and Aim: Improper administration of oxygen as an expensive drug has dangerous side effects. Nurses are responsible for performing this therapy and even prescribing it in emergencies. This study aimed to determine the effect of two methods of mastery learning and lectures on the oxygen therapy knowledge and practice of nurses in a teaching hospital in southern Iran.Materials and Methods: This quasi-experimental study was conducted on 50 nurses working in a teaching hospital in southern Iran. The participants were selected using convenience sampling and randomly divided into intervention and control groups. The members of the intervention group attended 4 oxygen therapy master learning sessions, while the members of the control group were trained using the lecture method for 4 sessions. The instruments used for data collection were a demographic information questionnaire and the researcher-made nurses’ oxygen therapy knowledge and practice inventories that were completed by the participants in both groups. The data were collected before the intervention and one week and three months after the intervention and analyzed using SPSS software with descriptive and inferential statistics.Results: The findings indicated that the nurses had poor oxygen therapy knowledge and practice before the intervention. Furthermore, there was no significant difference between the two groups in terms of the mean scores of oxygen therapy knowledge and practice before the intervention. It was also shown that oxygen therapy knowledge and practice were significantly improved one week and three months after the learning mastery intervention in the participants in the intervention group (P < 0.001). In contrast, only the oxygen therapy knowledge of the members of the control group showed a significant increase three months after the intervention compared to the pre-intervention stage (P = 0.04). Conclusion: The results of the present study showed that the mastery learning model is an effective model for improving and maintaining the nurses’ oxygen therapy knowledge and practice. Since nurses’ optimal practice improves the quality of care and increases patient safety, mastery learning can be used as an effective training technique to improve nurses’ oxygen therapy practice.

scholarly journals Simulation-based surgical education for glaucoma versus conventional training alone: the GLAucoma Simulated Surgery (GLASS) trial. A multicentre, multicountry, randomised controlled, investigator-masked educational intervention efficacy trial in Kenya, South Africa, Tanzania, Uganda and Zimbabwe

2021 ◽  
pp. bjophthalmol-2020-318049
Author(s):  
William H Dean ◽  
John Buchan ◽  
Stephen Gichuhi ◽  
Heiko Philippin ◽  
Simon Arunga ◽  
...  
Keyword(s):  
Surgical Education ◽  
Outcome Measurement ◽  
Intervention Group ◽  
Glaucoma Surgery ◽  
Sub Saharan Africa ◽  
Training Intervention ◽  
Control Group ◽  
Simulation Based ◽  
Randomised Controlled ◽  
The Impact

Background/AimGlaucoma accounts for 8% of global blindness and surgery remains an important treatment. We aimed to determine the impact of adding simulation-based surgical education for glaucoma.MethodsWe designed a randomised controlled, parallel-group trial. Those assessing outcomes were masked to group assignment. Fifty-one trainee ophthalmologists from six university training institutions in sub-Saharan Africa were enrolled by inclusion criteria of having performed no surgical trabeculectomies and were randomised. Those randomised to the control group received no placebo intervention, but received the training intervention after the initial 12-month follow-up period. The intervention was an intense simulation-based surgical training course over 1 week. The primary outcome measure was overall simulation surgical competency at 3 months.ResultsTwenty-five were assigned to the intervention group and 26 to the control group, with 2 dropouts from the intervention group. Forty-nine were included in the final intention-to-treat analysis. Surgical competence at baseline was comparable between the arms. This increased to 30.4 (76.1%) and 9.8 (24.4%) for the intervention and the control group, respectively, 3 months after the training intervention for the intervention group, a difference of 20.6 points (95% CI 18.3 to 22.9, p<0.001). At 1 year, the mean surgical competency score of the intervention arm participants was 28.6 (71.5%), compared with 11.6 (29.0%) for the control (difference 17.0, 95% CI 14.8 to 19.4, p<0.001).ConclusionThese results support the pursuit of financial, advocacy and research investments to establish simulation surgery training units and courses including instruction, feedback, deliberate practice and reflection with outcome measurement to enable trainee glaucoma surgeons to engage in intense simulation training for glaucoma surgery.Trial registration numberPACTR201803002159198.

Wound management curriculum design and implementation evaluation: Evidence from Peking University First Hospital

2019 ◽  
Author(s):  
Xin Qi ◽  
Rui He ◽  
Bing Wen ◽  
Qiang Li ◽  
Hongbin Wu
Keyword(s):  
Curriculum Design ◽  
Early Stage ◽  
Subcutaneous Tissue ◽  
Objective Assessment ◽  
Intervention Group ◽  
Wound Management ◽  
Control Group ◽  
Traditional Curriculum ◽  
Practice Session ◽  
Management Curriculum

Abstract Backgroud: It is of vital importance to standardize wound management knowledge and operations in the early stage of resident training. A simulated wound management curriculum for postgraduate Year 1 surgery residents (PGY1s) was designed and its effectiveness evaluated.Methods: We used a quasi-experimental method. PGY1s in 2014 constituted the control group, while PGY1s in 2015 and 2016 constituted the intervention group. The traditional curriculum given to the control group comprised a one-hour lecture plus demonstrations by the instructor, followed by a three-hour practice session. Conversely, the curriculum given to the intervention group included a four-hour curriculum with four components. At the end of each year, the wound management curriculum was evaluated.Results: Subjective assessment showed the intervention group’s scores were significantly higher for dissociation of subcutaneous tissue and quality of suturing and knots. Objective assessment showed there was no obvious improvement in residual marking of incision margin, but the accuracy of debridement depth was greatly improved in the intervention group, the rate of spindle resection decreased and the number of key sutures was significantly higher.Conclusions: The simulated wound management curriculum for PGY1s revealed a generally satisfactory training outcome. It could be implemented in other Chinese universities.

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.

Sign in / Sign up

Export Citation Format

Share Document