تاثير الگوي تعديل‌شده تسلط آموزي بر يادگيري شناختي و عملكردي دانشجويان پرستاري‌

The Effect of Adapted Model of Mastery Learning on Cognitive and Practical Learning of Nursing Students

Effective clinical teaching requires educational methods capable of developing an appn priate level of knowledge and practice in students. The aim of this study was to investigate the effect of adapted model of mastery learning on cognitive and practical learning of nursing students. Methods: In a quasi-experimental study using pre-test and post-test with two group design, 52 nursing students were selected through census sampling method and placed randomly in 6 experiment and 6 control groups, each group containing 4 to 5 people. After taking the cognitive and practical pre-tests, control group received traditional education and experiment group went under clinical education using adapted 111/Jdel (~( mastery learning [or 12 days. At final step, the post-tests vvere held. An achievement test and 4 checklists were designed [or data gathering. The results were analyzed by SPSS software using Wilcoxon and Mann Whitney tests. Results: Both methods ofclinical education were effective in prol110ting cognitive and practical learning of students. Comparing the difference between the means ofpre-test and post-test of cognitive and prtctical learning in the two groups, showed a higher difference in the experiment group in all items. Conclusion: The effect ofadapted 1110del ofmastery learning on cognitive and practical learning ofnursing students was more than the traditional method ofclinical education. Therefore, it is recommended to use this model in clinical education.