Effect of the Design of the Mastery Learning Course Based on Simulation in the Teaching of Clinical Nursing Skills

DOI: 10.12201/bmr.202602.00016

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  Abstract: Objective: To explore the effect of the design of the mastery learning course based on simulation in the clinical nursing skills operation teaching..Methods: A total of 84 four-year undergraduate nursing students from a certain university who entered the Department of Neurology at our hospital for clinical training from March 2022 to March 2024 were selected and randomly divided into a control group and an observation group (42 students each). Both groups underwent their first baseline testing prior to admission. The control group received conventional nursing skills training, while the observation group was trained using a mastery-based learning course based on simulation. After the training and before the students graduated, they were assessed on their operational skills, theoretical knowledge, and emergency response capabilities, along with evaluations of their satisfaction with the teaching process.Results: Taking the nasogastric feeding method as an example, the observation group achieved post-training scores of 95.38±1.91 in skill operation, 91.95±2.35 in theoretical assessment, 92.76±1.68 in emergency response capability, and 92.86% satisfaction rate. The control group recorded scores of 92±1.611 in skill operation, 86.5±4.00 in theoretical assessment, 83.33±4.12 in emergency response capability, and 92.86% satisfaction rate. Compared to the control group, the observation group demonstrated statistically significant improvements in all performance metrics (p<0.001).Conclusion: Simulation-based mastery learning courses can effectively enhance the procedural operational skills of nursing students and improve their emergency response capabilities. Nursing students exhibit high satisfaction with this teaching model, which can be widely promoted.. Key words:Simulated teaching; Mastery learning; Procedural operational skills; Nursing education

  Key words: Simulated teaching; Mastery learning; Procedural operational skills; Nursing education

  Submit time: 5 February 2026

  Copyright: The copyright holder for this preprint is the author/funder, who has granted biomedRxiv a license to display the preprint in perpetuity.
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