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Sibicky SL, Daugherty KK, Chen AMH, Rhoney D, Nawarskas J. Enabling Factors for the Implementation of Competency-Based Curricula in Colleges and Schools of Pharmacy. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2024; 88:100681. [PMID: 38460599 DOI: 10.1016/j.ajpe.2024.100681] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/06/2022] [Revised: 09/22/2023] [Accepted: 03/05/2024] [Indexed: 03/11/2024]
Abstract
OBJECTIVES To review the implementation drivers of competency-based pharmacy education (CBPE) and provide recommendations for enablers. FINDINGS Competency-based education is an emerging model in the health professions, focusing on time-variable competency development and achievement compared with a time-bound, course-based, traditional model. CBPE is an outcomes-based organized framework of competencies enabling pharmacists to meet health care and societal needs. However, challenges need to be recognized and overcome for the successful implementation of CBPE. Competency drivers include defining the competencies and roles of stakeholders, developing transparent learning trajectories and aligned assessments, and establishing lifetime development programs for stakeholders. Organization drivers include developing support systems for stakeholders; facilitating connections between all educational experiences; and having transparent assessment plans, policies, and procedures that align with core CBPE precepts, including the sustainability of time-variability. Leadership drivers include establishing growth mindset and facilitating a culture of connection between workplace and educational environments, program advocacy by institutional leaders, accepting failures as part of the process, shifting the organizational culture away from learner differentiation toward competence, and maintaining sufficient administrative capability to support CBPE. SUMMARY The successful implementation of CBPE involves enabling the competency, organization, and leadership drivers that will lead to program success. More research is needed in the areas of creation, implementation, and assessment of CBPE to determine success in this model. We have reviewed and provided recommendations to enable the drivers of successful implementation of CBPE.
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Affiliation(s)
- Stephanie L Sibicky
- Northeastern University School of Pharmacy and Pharmaceutical Sciences, Boston, MA, USA.
| | - Kimberly K Daugherty
- Sullivan University College of Pharmacy and Health Sciences, Louisville, KY, USA
| | - Aleda M H Chen
- Cedarville University School of Pharmacy, Cedarville, OH, USA
| | - Denise Rhoney
- University of North Carolina Eshelman School of Pharmacy, Chapel Hill, NC, USA
| | - James Nawarskas
- University of New Mexico College of Pharmacy, University of New Mexico, Albuquerque, NM, USA
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Wilson KE, Hobbs JR. Innovative use of a flipped-classroom approach to teach fundamental nursing skills. TEACHING AND LEARNING IN NURSING : OFFICIAL JOURNAL OF THE NATIONAL ORGANIZATION FOR ASSCIATE DEGREE NURSING 2023; 18:144-147. [PMID: 36124228 PMCID: PMC9474431 DOI: 10.1016/j.teln.2022.08.002] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Accepted: 08/15/2022] [Indexed: 02/08/2023]
Abstract
Prelicensure nursing students are required to master fundamental nursing skills. The COVID-19 pandemic created challenges in maintaining excellence while teaching skill acquisition. The purpose of this study was to evaluate skill validation scores and student satisfaction and self-confidence using a flipped classroom approach and a low-fidelity simulation model to innovatively teach skill acquisition. Researchers used a quasi-experimental method to compare skill validation scores of a control group and intervention group using independent samples t-test. Researchers also evaluated whether prelicensure nursing students had satisfaction and self-confidence with this teaching strategy. Findings suggested that skills validations scores were no different using a flipped-classroom approach than in-person instruction. Prelicensure nursing students were satisfied and self-confident following the implementation of this teaching strategy. This teaching strategy has the potential to decrease in-person clinical practice time, provide alternative opportunities for clinical make-up and remediation, and decrease cost.
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Affiliation(s)
- Kimberly E Wilson
- Capstone College of Nursing, University of Alabama, Tuscaloosa, AL, USA
| | - Jill R Hobbs
- Capstone College of Nursing, University of Alabama, Tuscaloosa, AL, USA
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Morgan E. Student Success Through Mastery Learning in a Nursing Health Assessment Course. J Nurs Educ 2022; 61:720-723. [PMID: 36040814 DOI: 10.3928/01484834-20220705-14] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/13/2022]
Abstract
BACKGROUND A nurse's ability to assess a patient is foundational to practice. The educational theory of mastery learning can be applied to teach physical assessment in nursing to define standards, provide feedback, and encourage a baseline level of student competence required in the new American Association of Colleges of Nursing's Essentials. METHOD A baccalaureate nursing health assessment course was redesigned in mastery learning to include detailed rubrics, faculty exemplar videos, and laboratory time for practice. Student-produced physical assessment videos served as formative assessments for each body system. RESULTS Six students did not reach the assigned mastery level on one of the formative assessments, allowing for quick identification and remediation. All of the students passed the end-of-course physical assessment examination, meeting the goal of the course redesign. CONCLUSION Mastery Learning Theory allowed all students to practice skills, receive feedback, and gain confidence to master physical assessment. [J Nurs Educ. 2022;61(12):720-723.].
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Takashiki R, Komatsu J, Nowicki M, Moritoki Y, Okazaki M, Ohshima S, Hasegawa H, Nomura K, Ouchi G, Berg BW, Shirakawa H, Nakayama K, Takahashi N. Improving performance and
self‐efficacy
of novice nurses using hybrid
simulation‐based
mastery learning. Jpn J Nurs Sci 2022; 20:e12519. [PMID: 36410049 DOI: 10.1111/jjns.12519] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/27/2022] [Revised: 08/18/2022] [Accepted: 10/15/2022] [Indexed: 11/22/2022]
Abstract
AIM Acute chest pain is a commonly encountered symptom in hospital medical/surgical units; however, almost half of nurses in their second year of clinical experience in our facility have reported struggling to care for acute chest pain patients. We developed, implemented, and examined the effectiveness of a simulation-based, mastery learning clinical nursing educational program to improve self-efficacy and performance in caring for patients with acute chest pain. METHODS The study adopted a single-site, single-cohort design using simulation-based performance assessment and self-efficacy surveys on a convenience sample of 37 second-year clinical nurse participants in multi-stage hybrid mastery learning educational intervention using asynchronous e-learning, and hands-on simulation training and assessment with feedback on caring for chest pain patients. Performance assessments and self-efficacy surveys were administered pre-, post-, and 5 months post-intervention. RESULTS Clinical performance on the post- and 5 months follow-up assessments were significantly higher than those for the pre-test (P < .0001). The self-efficacy scores for the post- and the 5 months follow-up assessments were significantly higher than the pre-course scores (P < .0001). Participants' self-efficacy perceptions were positively correlated with their performances at 5 months post-intervention. CONCLUSION Performance and self-efficacy of novice nurses in caring for acute chest pain patients improved significantly with the multi-stage hybrid mastery learning educational intervention, with improvements retained 5 months post-intervention. The results suggest the applicability of simulation-based mastery learning in a clinical setting for novice nurses to attain specific skills, and raise their self-perception of competence to care for patients in acute settings.
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Affiliation(s)
| | - Junko Komatsu
- Division of Nursing Akita University Hospital Akita Japan
- Center for Medical Education and Training Akita University Hospital Akita Japan
| | - Mari Nowicki
- School of Nursing and Health Professions Chaminade University of Honolulu Honolulu Hawaii USA
- SimTiki Simulation Center, John A. Burns School of Medicine University of Hawaii Honolulu Hawaii USA
- Japan Pacific Healthcare Alliance Nara Japan
| | - Yuki Moritoki
- Center for Medical Education and Training Akita University Hospital Akita Japan
- SimTiki Simulation Center, John A. Burns School of Medicine University of Hawaii Honolulu Hawaii USA
- Department of General Internal Medicine and Clinical Laboratory Medicine Akita University Graduate School of Medicine Akita Japan
| | - Mieko Okazaki
- Center for Medical Education and Training Akita University Hospital Akita Japan
- Department of Pediatrics Akita University Graduate School of Medicine Akita Japan
| | - Shigetoshi Ohshima
- Center for Medical Education and Training Akita University Hospital Akita Japan
- Department of Gastroenterology Akita University Graduate School of Medicine Akita Japan
| | - Hitoshi Hasegawa
- Center for Medical Education and Training Akita University Hospital Akita Japan
- Department of Medical Education Akita University Graduate School of Medicine Akita Japan
| | - Kyoko Nomura
- Department of Environmental Health Science and Public Health Akita University Graduate School of Medicine Akita Japan
| | - Gen Ouchi
- SimTiki Simulation Center, John A. Burns School of Medicine University of Hawaii Honolulu Hawaii USA
- Department of Emergency and Critical Medicine University of the Ryukyus Hospital Nishihara Japan
| | - Benjamin W. Berg
- SimTiki Simulation Center, John A. Burns School of Medicine University of Hawaii Honolulu Hawaii USA
| | | | - Katsushi Nakayama
- Center for Medical Education and Training Akita University Hospital Akita Japan
- Department of Respiratory Medicine Akita University Graduate School of Medicine Akita Japan
| | - Naoto Takahashi
- Center for Medical Education and Training Akita University Hospital Akita Japan
- Department of Hematology, Nephrology and Rheumatology Akita University Graduate School of Medicine Akita Japan
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Tan KAZY, Seah B, Wong LF, Lee CCS, Goh HS, Liaw SY. Simulation-Based Mastery Learning to Facilitate Transition to Nursing Practice. Nurse Educ 2022; 47:336-341. [PMID: 35667017 DOI: 10.1097/nne.0000000000001224] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
BACKGROUND Simulation-based mastery learning (SBML) was developed and implemented to facilitate nursing students' transition to clinical practice. PURPOSE To evaluate nursing students' perspectives on the impact of SBML on their transition to clinical practice. METHOD A descriptive qualitative study using focus group discussions was conducted with final-year nursing students who had completed their clinical practicum and SBML. RESULTS Three themes emerged: authenticity of simulations, whereby students were able to draw some parallels between their simulations and clinical experiences; self-efficacy in clinical practice, which was gained through deliberate practice; and application of cognitive tools, which provided mental frameworks to guide clinical performances. CONCLUSION This study highlights the need to ensure the fidelity of the simulations to achieve authentic experiences, provide deliberate practice to develop self-efficacy, and use cognitive tools for mental model formation to create a high-quality SBML program to foster better transfer of simulation learning to real-life setting.
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Affiliation(s)
- Kimberly-Ann Zi Ying Tan
- Staff Nurse (Ms Tan), Tan Tock Seng Hospital, Singapore; Research Fellow (Dr Seah), Lecturer (Ms Wong), Senior Lecturer (Dr Goh), and Associate Professor (Dr Liaw), Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore; and Nurse Educator (Ms Lee), National Healthcare Group Polyclinics, Singapore
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Martínez-Galiano JM, Parra-Anguita L, Delgado-Rodríguez M, González-Cabrera M. Nursing Education in a Real-Life Context: The Teaching Ward Round. NURSING REPORTS 2021; 11:45-53. [PMID: 34968311 PMCID: PMC8608089 DOI: 10.3390/nursrep11010005] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/15/2020] [Revised: 01/20/2021] [Accepted: 01/23/2021] [Indexed: 11/30/2022] Open
Abstract
Education in nursing is continually changing. The didactic methods used in other fields may be useful for closing the gap between theoretical learning and the reality of practical nursing. This study aimed to determine the association between a teaching model centered on the reality of nursing care, which is individualized to each context, and knowledge acquisition. A controlled experimental study was conducted with random allocation to two groups of students in their second year of a nursing degree (University of Jaén). The control group undertook practical work placements according to the traditional model. The intervention group participated in a “teaching round” during their practical placements. Knowledge tests were conducted after the placements. No significant differences were found for age or education level between the students of the control group (n = 46) and the intervention group (n = 48). In terms of the association between participation in the teaching round and the knowledge test (maximum score of 10), the mean grade in the intervention group was 8.83 ± 0.22, while it was 7.68 ± 0.23 in the control group (p = 0.001). The teaching round increased the student’s acquisition of knowledge, even though this was not reflected in the global grade of the course.
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Affiliation(s)
- Juan Miguel Martínez-Galiano
- Department of Nursing, University of Jaén, 23071 Jaén, Spain; (J.M.M.-G.); (M.G.-C.)
- Consortium for Biomedical Research in Epidemiology and Public Health (CIBERESP), 28029 Madrid, Spain;
| | - Laura Parra-Anguita
- Department of Nursing, University of Jaén, 23071 Jaén, Spain; (J.M.M.-G.); (M.G.-C.)
- Correspondence:
| | - Miguel Delgado-Rodríguez
- Consortium for Biomedical Research in Epidemiology and Public Health (CIBERESP), 28029 Madrid, Spain;
- Department of Health Science, University of Jaén, 23071 Jaén, Spain
| | - Manuel González-Cabrera
- Department of Nursing, University of Jaén, 23071 Jaén, Spain; (J.M.M.-G.); (M.G.-C.)
- Department of Emergency and Critical Care, San Agustín University Hospital, 23700 Linares, Spain
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Mehdipour –Rabori R, Bagherian B, Nematollahi M. Simulation-based mastery improves nursing skills in BSc nursing students: a quasi-experimental study. BMC Nurs 2021; 20:10. [PMID: 33407420 PMCID: PMC7789780 DOI: 10.1186/s12912-020-00532-9] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2020] [Accepted: 12/26/2020] [Indexed: 01/01/2023] Open
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.
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Affiliation(s)
- Roghayeh Mehdipour –Rabori
- 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
| | - Behnaz Bagherian
- 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
| | - Monirsadat Nematollahi
- Nursing Research Center, Kerman University of Medical Sciences, Kerman, Iran
- Department of pediatrics and neonatal intensive nursing, Razi Faculty of Nursing and Midwifery, Kerman University of Medical Sciences, Kerman, Iran
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