Abstract
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 language | English (US) |
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Pages (from-to) | 39-47.e4 |
Journal | Clinical Simulation in Nursing |
Volume | 27 |
DOIs | |
State | Published - Feb 2019 |
Funding
Funding: This work was supported by the National Institutes of Health, National Institute of Nursing Research (grant number 1R21NR016745-01).
Keywords
- Mastery Angoff
- mastery learning
- self-care
- simulation
- standard setting
- ventricular assist device
ASJC Scopus subject areas
- Modeling and Simulation
- Education
- Nursing (miscellaneous)