The Effect of Judge Selection on Standard Setting Using the Mastery Angoff Method during Development of a Ventricular Assist Device Self-Care Curriculum

Jeffrey H. Barsuk*, Rebecca S. Harap, Elaine R. Cohen, Kenzie A. Cameron, Kathleen L. Grady, Jane E. Wilcox, Kerry B. Shanklin, Diane B. Wayne

*Corresponding author for this work

Research output: Contribution to journalArticle

1 Scopus citations


Background: Patients and caregivers need to perform ventricular assist device (VAD) self-care safely to help prevent complications (e.g., infection). We developed a VAD self-care simulation-based mastery learning (SBML) curriculum. We determined optimal minimum passing scores (MPSs) and evaluated effects of judge selection. Methods: A multidisciplinary team created a VAD self-care SBML curriculum including simulated skills and knowledge examinations. Patients, caregivers, VAD coordinators, and physicians were expert judges who determined MPSs using the Mastery Angoff method. Results: MPSs for the skills and knowledge examinations were high (range = 94%-99% and 97% correct, respectively). Judges closely agreed on MPSs. Conclusions: Stakeholders set stringent MPSs for high-stakes VAD self-care.

Original languageEnglish (US)
Pages (from-to)39-47.e4
JournalClinical Simulation in Nursing
StatePublished - Feb 2019



  • Mastery Angoff
  • mastery learning
  • self-care
  • simulation
  • standard setting
  • ventricular assist device

ASJC Scopus subject areas

  • Modeling and Simulation
  • Education
  • Nursing (miscellaneous)

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