A theory analysis of Mastery Learning and Self-Regulation.

Abstract This analysis examines the applicability of Mastery Learning and Self-Regulation theories as a combined approach to nursing education. The conclusion may serve as a foundation for an innovative, evidence-based approach to teaching nurses resulting in improved patient care and outcomes. Mastery Learning promotes a teaching approach that supports achievement of content taught. Self-Regulation describes individual student’s actions or behaviors that promote learning. The effectiveness of Mastery Learning has been documented in current healthcare literature. Research on Self-Regulation, primarily conducted among students from middle-school through graduate education, confirms that Self-Regulation strategies can enhance skill development and promote job performance. The evidence is void of analysis of the two theories. Literature reviewed was retrieved from ERIC, CINAHL, PubMed, PsycINFO and Sage Premier, for the years 1968 to 2014. Search terms included: mastery learning, self-regulation and nursing education. Walker and Avant’s (2011) Strategies for Theory Construction in Nursing was used as the framework for the analysis. This analysis supports the applicability of both Mastery Learning and Self-Regulation Theories to nursing education. Conducting educational research on the application of Mastery Learning theory and its influence on Self-Regulating practices might reveal a new approach for how nurses are educated resulting in improved patient care outcomes.