Implementation of Mock Competency Skill Assessments to Improve Student Outcomes

Payne, Camille; Ziegler, Marcella; Baughman, Diana M.; Jones, Jackie

doi:10.1097/nne.0000000000000173

Cited by 7 publications

(4 citation statements)

References 9 publications

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“…In both medical and nursing education, examples of CBE curriculum models have been published in the literature and evaluated in comparison to traditional models. [9][10][11] The underpinnings of CBE are also apparent in educational literature in allied health fields comparable to athletic training including physical therapy, 12,13 dietetics, 14 and physician assistant. 15 An overall lack of CBE literature in athletic training is further highlighted by the fact that we did not identify relationships between any demographic variable and composite knowledge score and/or confidence ratings.…”

Section: Discussionmentioning

confidence: 99%

Athletic Training Educators' Knowledge and Confidence About Competency-Based Education

Mace

Bacon

2018

Athletic Training Education Journal

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Context: The knowledge and confidence of athletic training educators regarding competency-based education are not known. While there may be a role for this model of education within athletic training, it is important to gain an understanding of the familiarity current educators have with competency-based education. Objective: To assess current athletic training educators' knowledge and confidence regarding competency-based education. Design: Cross-sectional. Setting: Online survey instrument. Patients or Other Participants: A total of 163 respondents (19.2% response rate) from a convenience sample of 849 athletic training educators. Main Outcome Measure(s): Demographic information was collected. Participants completed a multiple-choice knowledge assessment along with pre- and posttest confidence ratings. Results: Composite knowledge scores were low with an average of 3.25 ± 1.9 correct responses out of 8 (40.6%). Average confidence scores were 2.8/4.0 ± 0.6 pretest and 2.0/4.0 ± 0.7 posttest. No significant relationships were found between composite knowledge score and years of experience as an athletic trainer or years of experience as an educator. Further, participants scored similarly with respect to composite knowledge, pretest confidence, and posttest confidence regardless of highest degree attained, program type, or recent participation in continuing education on competency-based education. Conclusions: Current athletic training educators demonstrated an overall lack of familiarity with competency-based education and reported average pre- and posttest confidence scores. While there may be merit in exploring the opportunities for a competency-based model in athletic training education, efforts should first ensure that educators are familiar with the concepts.

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Section: Discussionmentioning

confidence: 99%

Athletic Training Educators' Knowledge and Confidence About Competency-Based Education

Mace

Bacon

2018

Athletic Training Education Journal

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“…The same finding also came from Leonard, (2016) study, which examined the low competency of lecturers in Indonesia, which impacted decreasing the quality of human resources for school teachers, so that it was increasingly challenging to find improvement solutions. Evidence of the relevance of lecturer competence with improving student learning outcomes is also presented by Payne et al, (2015) with the theme of the study "Implementation of mock competency skill assessments to improve student outcomes. So we can emphasize that lecturers and learning models at universities with high competence will undoubtedly impact graduates who are ready to face the era of business competition and a free economy.…”

Section: Discussionmentioning

confidence: 99%

Identifying the Gap between Lecturer Competencies and Student Learning Outcomes in the Challenging Era of the 21st Century

2021

cibg

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This study discuss efforts to bridge the gap between the competency of applying lecturer technology and student learning outcomes in the 21st century, an era full of challenges and global job market competition. We started this discussion by collecting data from literary sources and international publications. Then proceed with a narrative qualitative analysis involving a coding system, critical evaluation, and concluding by fulfilling the principles of the validity and reliability of the findings. We conducted data searches with the journal Google Doc, Google Scholar, and Eric with various publications from 2010 to 2020. We also analyzed learning strategies and techniques, as well as evaluation approaches. We find that most lecturers' papers have very low teaching technology competence to current standards in backing up their teaching and research. The paper offers solutions and ideas approaches to support active student learning activities with various techniques, methods, and technology-based learning exploration activities, up to date. Some publications offer lecturers an academic work approach that is effective in research-based learning; reduce the traditional lecturing approach, which often hinders the accelerated process of conceptual understanding and application of core content and useful advice to lecturers and students. Several papers also advise on specific college-style learning solutions that are different from school student learning. Finally, this study's results will be useful input for improving student learning in the digital era, which is full of global competition, and for developing higher education curricula.

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“…Passing the course is a prerequisite for subsequent clinical placement. Since this is the first skill competency assessment, a mock skill competency assessment is arranged before the actual assessment to help students familiarise themselves with it [ 35 ]. The perceived anxiety, HRV and performance of nursing students in this mock skill competency assessment were examined in this study.…”

Section: Methodsmentioning

confidence: 99%

“…Mock skill competency assessment is therefore adopted as a common method by faculty. The design is structured as an additional step in the standard competency assessment so that students, prior to undergoing the faculty-led competency assessments, are evaluated for their performance in a simulated competency assessment [ 35 ]. This can allow students to realistically simulate the actual assessment at the time, so that students can be fully familiar with the assessment process and be prepared in advance for the potential challenges and difficulties that may be faced in the actual assessment.…”

Section: Introductionmentioning

confidence: 99%

Nursing students’ perceived anxiety and heart rate variability in mock skill competency assessment

Wong,

Chien,

Waye

et al. 2023

PLoS ONE

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Background Skill competency assessments induce stress and anxiety and may affect nursing student performance. Little is known about stress and perceived anxiety levels and their relationship in the mock skill competency assessment. Methods A cross-sectional study was conducted to examine the stress levels (as assessed by heart rate variability, HRV) and perceived anxiety before, during and after the mock skill competency assessment, and to explore their relationships to performance in a total of ninety first-year undergraduate nursing students. Results The HRV decreased significantly during the assessment and increased significantly 10 min after the assessment (p < 0.01). Higher performers showed significantly lower HRV during and after the assessment (p < 0.01). The assessment score was negatively correlated with HRV during and after the assessment (p < 0.05). Conclusions Considering assessment-related stress and anxiety through a mock assessment prior to the actual skill assessment provides implications for future nursing education.

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Implementation of Mock Competency Skill Assessments to Improve Student Outcomes

Cited by 7 publications

References 9 publications

Athletic Training Educators' Knowledge and Confidence About Competency-Based Education

Athletic Training Educators' Knowledge and Confidence About Competency-Based Education

Identifying the Gap between Lecturer Competencies and Student Learning Outcomes in the Challenging Era of the 21st Century

Nursing students’ perceived anxiety and heart rate variability in mock skill competency assessment

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