Abstract
BackgroundNew nursing graduates rarely achieve practice-ready competency in reporting critical information to other health care professionals. MethodsThis experimental group comparison study used an online asynchronized simulation intervention based on deliberate practice incorporated with mastery learning to explore the impacts on students’ critical incident reporting skill. ResultsThe intervention group (n = 22) demonstrated higher performance and confidence levels than the control group (n = 21), although few participants achieved mastery standard, indicating more practice and/or a longer learning period was needed. ConclusionThe online intervention offered flexible and safe opportunities for students to practice a skill with limited real-life practice opportunities.
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