Cooperative Learning Using Simulation to Achieve Mastery of Nasogastric Tube Insertion.

Leigh Cason, Melanie; Gilbert, Gregory E.; Schmoll, Heidi H.; Dolinar, Susan M.; Anderson, Jane; Marshburn Nickles, Barbara; Pufpaff, Laurie A.; Henderson, Ruth; Wickham Lee, Frances; Schaefer III, John J.

Traditionally, psychomotor skills training for nursing students involves didactic instruction followed by procedural review and practice with a task trainer, manikin, or classmates. This article describes a novel method of teaching psychomotor skills to associate degree and baccalaureate nursing students, Cooperative Learning Simulation Skills Training (CLSST), in the context of nasogastric tube insertion using a deliberate practice-to-mastery learning model. Student dyads served as operator and student learner. Automatic scoring was recorded in the debriefing log. Student pairs alternated roles until they achieved mastery, after which they were assessed individually. Median checklist scores of 100% were achieved by students in both programs after one practice session and through evaluation. Students and faculty provided positive feedback regarding this educational innovation. CLSST in a deliberate practice-to-mastery learning paradigm offers a novel way to teach psychomotor skills in nursing curricula and decreases the instructor-to-student ratio. [J Nurs Educ. 2015;54(3, Suppl.):S47-S51.]

SOUTHERN States; NURSING education; CONCEPTUAL structures; HUMAN anatomical models; LEARNING strategies; ASSOCIATE degree nursing education; SCIENTIFIC observation; STATISTICAL sampling; GASTRIC intubation; VIDEO recording; LEARNING theories in education; FEEDING tubes; BACCALAUREATE nursing education

Journal of Nursing Education, 2015, Vol 54, pS47

0148-4834

Academic Journal

10.3928/01484834-20150218-09