Online Simulation-Based Mastery Learning with Deliberate Practice: Developing Interprofessional Communication Skill

Abstract Background New nursing graduates rarely achieve practice-ready competency in reporting critical information to other health care professionals. Methods This 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. Results The 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. Conclusion The online intervention offered flexible and safe opportunities for students to practice a skill with limited real-life practice opportunities.