The Effect of Adapted Model of Mastery Learning on Cognitive and Practical Learning of Nursing Students
Introduction: Effective clinical teaching requires educational methods capable of developing an appropriate 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. M...
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| Format: | Article |
| Language: | fas |
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Isfahan University of Medical Sciences, Medical Education Development Center
2008-03-01
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| Series: | مجله ایرانی آموزش در علوم پزشکی |
| Subjects: | |
| Online Access: | http://ijme.mui.ac.ir/article-1-693-en.pdf |
| _version_ | 1797638343720173568 |
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| author | Azad Rahmani Alireza mohajjelaghdam Eskandar Fathiazar Fariborz Roshangar |
| author_facet | Azad Rahmani Alireza mohajjelaghdam Eskandar Fathiazar Fariborz Roshangar |
| author_sort | Azad Rahmani |
| collection | DOAJ |
| description | Introduction: Effective clinical teaching requires educational methods capable of developing an appropriate 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 model of mastery learning for 12 days. At final step, the post-tests were held. An achievement test and 4 checklists were designed for data gathering. The results were analyzed by SPSS software using Wilcoxon and Mann Whitney tests.
Results: Both methods of clinical education were effective in promoting cognitive and practical learning of students. Comparing the difference between the means of pre-test and post-test of cognitive and practical learning in the two groups, showed a higher difference in the experiment group in all items.
Conclusion: The effect of adapted model of mastery learning on cognitive and practical learning of nursing students was more than the traditional method of clinical education. Therefore, it is recommended to use this model in clinical education. |
| first_indexed | 2024-03-11T13:02:11Z |
| format | Article |
| id | doaj.art-0d901f81121f48c5a584ca34561e9452 |
| institution | Directory Open Access Journal |
| issn | 1608-9359 1735-8892 |
| language | fas |
| last_indexed | 2024-03-11T13:02:11Z |
| publishDate | 2008-03-01 |
| publisher | Isfahan University of Medical Sciences, Medical Education Development Center |
| record_format | Article |
| series | مجله ایرانی آموزش در علوم پزشکی |
| spelling | doaj.art-0d901f81121f48c5a584ca34561e94522023-11-03T16:30:51ZfasIsfahan University of Medical Sciences, Medical Education Development Centerمجله ایرانی آموزش در علوم پزشکی1608-93591735-88922008-03-0172277267The Effect of Adapted Model of Mastery Learning on Cognitive and Practical Learning of Nursing StudentsAzad Rahmani0Alireza mohajjelaghdam1Eskandar Fathiazar2Fariborz Roshangar3 Introduction: Effective clinical teaching requires educational methods capable of developing an appropriate 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 model of mastery learning for 12 days. At final step, the post-tests were held. An achievement test and 4 checklists were designed for data gathering. The results were analyzed by SPSS software using Wilcoxon and Mann Whitney tests. Results: Both methods of clinical education were effective in promoting cognitive and practical learning of students. Comparing the difference between the means of pre-test and post-test of cognitive and practical learning in the two groups, showed a higher difference in the experiment group in all items. Conclusion: The effect of adapted model of mastery learning on cognitive and practical learning of nursing students was more than the traditional method of clinical education. Therefore, it is recommended to use this model in clinical education.http://ijme.mui.ac.ir/article-1-693-en.pdfnursing educationclinical educationlearningmastery learningskill learning. |
| spellingShingle | Azad Rahmani Alireza mohajjelaghdam Eskandar Fathiazar Fariborz Roshangar The Effect of Adapted Model of Mastery Learning on Cognitive and Practical Learning of Nursing Students مجله ایرانی آموزش در علوم پزشکی nursing education clinical education learning mastery learning skill learning. |
| title | The Effect of Adapted Model of Mastery Learning on Cognitive and Practical Learning of Nursing Students |
| title_full | The Effect of Adapted Model of Mastery Learning on Cognitive and Practical Learning of Nursing Students |
| title_fullStr | The Effect of Adapted Model of Mastery Learning on Cognitive and Practical Learning of Nursing Students |
| title_full_unstemmed | The Effect of Adapted Model of Mastery Learning on Cognitive and Practical Learning of Nursing Students |
| title_short | The Effect of Adapted Model of Mastery Learning on Cognitive and Practical Learning of Nursing Students |
| title_sort | effect of adapted model of mastery learning on cognitive and practical learning of nursing students |
| topic | nursing education clinical education learning mastery learning skill learning. |
| url | http://ijme.mui.ac.ir/article-1-693-en.pdf |
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