Relationships among Metacognition, Flow, Interactions and Problem Solving Ability in Web-based Problem Based Learning

Kangmyunghee,; Song, Yun Hee; Hee, Park Sung

doi:10.24231/rici.2008.12.2.293

Cited by 14 publications

(3 citation statements)

References 12 publications

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“…Learning flow is defined as a psychological process in which learners constantly interact during a learning process to achieve a learning goal (Carini, Kuh, & Klein, 2006) and is an essential factor in leading students to concentrate in their studies with an interest and improve their academic performance (Seok, 2004). It has been found that students who use more cognitive strategies have better learning flow (Kang, Song, & Park, 2008) and that learning flow increases students' initiative to address a problem and therefore affects the way they address a problem (Kim, Kwon, & Lee, 2017). In addition, learning flow has been reported to be a factor influencing clinical performance competence in simulation practice class (Noh, 2018), which confirms the importance of learning flow in both theory and practice classes.…”

Section: Research Necessitymentioning

confidence: 81%

A Study on the Effects of Critical Thinking Disposition and Nursing Professionalism on Learning Flow among Nursing College Students

Park

2024

Intl. J. Rel.

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The purpose of this study is to examine the relationships between nursing college students’ critical thinking disposition, nursing professionalism and learning flow and identify factors influencing the learning flow. Descriptive research was used as a research method, and a structured questionnaire was used to examine the relationships between nursing college students’ critical thinking disposition, nursing professionalism and learning flow and identify factors affecting the learning flow. The SPSS/WIN 24.0 program was used for data analysis, which comprised descriptive statistics, t-test, ANOVA, Schéffe's test, Pearson's correlation coefficients, and multiple regression. The analysis found statistically significant positive correlations between nursing students’ critical thinking disposition, nursing professionalism and learning flow; and identified that grade, personality and major satisfaction among the general characteristics of the subjects and nursing professionalism, are statistically significant factors influencing their learning flow. Therefore, this study suggests that improving nursing college students’ learning flow requires fostering critical thinking disposition and establishing desirable nursing professionalism in students through nursing curriculums by using a range of teaching and learning strategies and making continuous efforts to improve curriculums.

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Section: Research Necessitymentioning

confidence: 81%

A Study on the Effects of Critical Thinking Disposition and Nursing Professionalism on Learning Flow among Nursing College Students

Park

2024

Intl. J. Rel.

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“…Measurement tools. For homogeneity tests between the experimental and simulated control groups, the study investigated metacognition [22], self-deterministic learning motivation [23], and critical thinking ability [24], each of which can affect the clinical judgment process using questionnaires (S1 and S2 Files).…”

Section: Plos Onementioning

confidence: 99%

Clinical judgment model-based nursing simulation scenario for patients with upper gastrointestinal bleeding: A mixed methods study

Jang

Park

2021

PLoS ONE

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Assisting patients with upper gastrointestinal bleeding is a crucial role for nurses, and as future nurses, students should demonstrate sound clinical judgment. Well-structured, high-quality simulations are useful alternatives to prepare students for clinical practice. However, nursing simulation scenarios focused on enhancing clinical judgment in managing upper gastrointestinal bleeding are limited. This study aims to develop, apply, and evaluate an effective nursing simulation scenario for patients with upper gastrointestinal bleeding based on Tanner’s clinical judgment model using a mixed methods study design. A high-fidelity patient simulation was conducted among 80 undergraduate nursing students divided into a simulated control group (n = 39) and an experimental group (n = 41). Subsequent student performance evaluations used questionnaires and video recordings. After scenario simulations, the students showed a statistically significant increase in theoretical knowledge (p = 0.001) and clinical performance skills (p < 0.001), but there was no significant increase in self-confidence (p = 0.291). According to the video analysis, the “noticing” clinical judgment phase was the most frequently observed phase, while “reflection” was the least frequently observed phase. Additionally, “education” was the most frequently observed nursing domain, and “anxiety” was the least frequently observed domain. Although further simulation repetitions are required to reinforce students’ self-confidence when caring for patients with upper gastrointestinal bleeding, the scenario was deemed effective. Moreover, emphasis should be placed on developing various scenarios to strengthen students’ clinical judgment skills, especially “reflecting” and “emotional care.”

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“…Metacognition helps learners to monitor their reasoning processes and regularly reflect on the process of cognition. It has been reported that activating metacognition improves problem-solving [ 16 ]. Therefore, this study was conducted to develop and verify the validity and reliability of the Clinical Reasoning Competency Scale (CRCS) for nurses.…”

Section: Introductionmentioning

confidence: 99%

Development of the clinical reasoning competency scale for nurses

et al. 2023

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Background Clinical reasoning is emphasized as an important component of nursing education, since nurses’ lack of clinical reasoning leads to incorrect clinical decision-making. Therefore, a tool for measuring clinical reasoning competency needs to be developed. Methods This methodological study was conducted to develop the Clinical Reasoning Competency Scale (CRCS) and examine its psychometric properties. The attributes and preliminary items of the CRCS were developed based on a systematic literature review and in-depth interviews. The validity and reliability of the scale were evaluated among nurses. Results The exploratory factor analysis was conducted for the construct validation. The total explained variance of the CRCS was 52.62%. The CRCS consists of 8 items for plan setting, 11 items for intervention strategy regulation, and 3 items for self-instruction. The Cronbach’s α of the CRCS was 0.92. Criterion validity was verified with the Nurse Clinical Reasoning Competence (NCRC). The correlation between the total NCRC and CRCS scores was 0.78, all of which were significant correlations. Conclusion The CRCS is expected to provide raw scientific and empirical data for various intervention programs to develop and improve nurses’ clinical reasoning competency.

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Relationships among Metacognition, Flow, Interactions and Problem Solving Ability in Web-based Problem Based Learning

Cited by 14 publications

References 12 publications

A Study on the Effects of Critical Thinking Disposition and Nursing Professionalism on Learning Flow among Nursing College Students

A Study on the Effects of Critical Thinking Disposition and Nursing Professionalism on Learning Flow among Nursing College Students

Clinical judgment model-based nursing simulation scenario for patients with upper gastrointestinal bleeding: A mixed methods study

Development of the clinical reasoning competency scale for nurses

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