Iranian Journal of Medical Education

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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.

Keywords: Nursing education, Clinical education, Learning, Mastery learning, Skill learning.

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