Nursing Students' Perspective of Metacognition Competency, Self-Regulation, and Problem-Based Learning Strategy

Abstract

Background: Metacognition is a vital skill in critical thinking, self-regulation, problem solving, and lifelong learning for nursing students. Aim: The study attempted to explore the relation between metacognition competency, self-regulation, and problem-based learning strategy from a nursing students' perspective. Material and methods: A descriptive correlational research design with a convenience sample of 371 nursing students from four levels was used at Port Said University's Faculty of Nursing. Data collection tools The Self-administered Questionnaire of the Metacognitive Strategies Inventory, the Learning Self-Regulation Questionnaire, and the Problem-Based Learning Approach Perception Questionnaire. Results: Only a small percentage of the studied nursing students demonstrated high levels of metacognition competency, self-regulation, and problem-based learning perception (23%, 21.1%, and 20.2%, respectively). Furthermore, a statistically significant correlation between problem-based learning and self-regulation skills was discovered. Conclusion: There was a highly statistically significant positive correlation among metacognition competency, self-regulation skills, and problem-based learning strategies. Recommendations: Educational programs can help nursing students improve their metacognition competency and selfregulation skills. Furthermore, more research in this area is suggested to identify factors influencing the problem-based learning approach.