The correlation of metacognitive ability, self‐directed learning ability and critical thinking in nursing students: A cross‐sectional study

Jin, Man-Wen; Cheng, Jing

doi:10.1002/nop2.702

Cited by 51 publications

(24 citation statements)

References 35 publications

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“…Metacognition is defined as the knowledge and control of learning strategies by perceiving to what degree individuals are aware of these learning strategies, how they understand them to work, and how they know when to use them [6,7]. Metacognition has been found to facilitate students' learning performance and the development of their generic capabilities [8][9][10][11]. Various studies have demonstrated that university students with a higher level of metacognitive awareness have better decision-making skills [6] and achieve better academic performance [12,13].…”

Section: Introductionmentioning

confidence: 99%

Enhancing generic capabilities and metacognitive awareness of first-year nursing students using active learning strategy

et al. 2021

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Background Developing students’ generic capabilities is a major goal of university education as it can help to equip students with life-long learning skills and promote holistic personal development. However, traditional didactic teaching has not been very successful in achieving this aim. Kember and Leung’s Teaching and Learning Model suggests an interactive learning environment has a strong impact on developing students’ generic capabilities. Metacognitive awareness is also known to be related to generic capability development. This study aimed to assess changes on the development of generic capabilities and metacognitive awareness after the introduction of active learning strategy among nursing students. Methods This study adopted a quasi-experimental single group, matched pre- and posttest design. It was conducted in a school of nursing at a university in Hong Kong. Active learning approaches included the flipped classroom (an emphasis on pre-reading) and enhanced lectures (the breaking down of a long lecture into several mini-lectures and supplemented by interactive learning activities) were introduced in a foundational nursing course. The Capabilities Subscale of the Student Engagement Questionnaire and the Metacognitive Awareness Inventory were administered to two hundred students at the start (T0) and at the end of the course (T1). A paired t-test was performed to examine the changes in general capabilities and metacognitive awareness between T0 and T1. Results A total of 139 paired pre- and post-study responses (69.5 %) were received. Significant improvements were observed in the critical thinking (p < 0.001), creative thinking (p = 0.03), problem-solving (p < 0.001) and communication skills (p = 0.04) with the implementation of active learning. Significant changes were also observed in knowledge of cognition (p < 0.001) and regulation of cognition (p < 0.001) in the metacognitive awareness scales. Conclusions Active learning is a novel and effective teaching approach that can be applied in the nursing education field. It has great potential to enhance students’ development of generic capabilities and metacognitive awareness.

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Section: Introductionmentioning

confidence: 99%

Enhancing generic capabilities and metacognitive awareness of first-year nursing students using active learning strategy

et al. 2021

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“…A study by Black et al (2016) confirms that metacognitive ability can be taught and people can be trained to get the required techniques. One needs to be aware of his metacognitive ability, for this leads to self-directed learning readiness (Jin & Ji, 2020;Ors &Titrek, 2018). Metacognitive ability is a good predictor of leadership development (Mango et al, 2019).…”

Section: Developmental Readinessmentioning

confidence: 99%

Authentic Leadership and Societal Transformation: A Review of Literature

Muguna¹

2022

IJOL

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The purpose of this paper is to provide a review of the literature on authentic leadership and societal transformation. The paper presents authentic leadership as the key player in the transformation of society. Society has suffered due to many financial and moral scandals, corruption, nepotism, leadership that has no place for followers, and lack of transparency. The paper proposes a new theoretical model to show how the newly discovered constructs interconnect and relate to one another. The methodology employed in this article is the review of extant conceptual, theoretical, and empirical literature to build a case for a theoretical model that links up authentic leadership and societal transformation to cause a change in society. The study identifies five main constructs that positively relate to one another and can provide the required leadership for societal transformation. The five constructs include authentic leadership, trigger events, developmental readiness, core positive psychological resources, and societal transformation. The findings showed that authentic leadership has positive effects on societal transformation. The mediation role of the core positive psychological resources variable is discussed. In addition, the moderating role of developmental readiness is discussed. This study will be important in providing knowledge in regard to the effect of authentic leadership on societal transformation. Finally, the recommendation for future empirical studies is given.

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“…3 Given the responsibilities and scope of nursing practice and the need for correct decision-making in the nursing care process, nurses must acquire the ability to analyze critical clinical situations and make life-saving decisions in complex circumstances. 4 The most important benefits of correct and timely decision-making in nursing include speeding up patients' treatment process, providing higher levels of patient care, reducing treatment costs, facilitating the proper use of health workforce and medical equipment, and improving the quality of care. 5 On the other hand, the lack of timely and correct decision-making in nursing endangers public health.…”

Section: Introductionmentioning

confidence: 99%

The effect of evidence‐based nursing education on nurses' clinical decision making: A randomized controlled trial

Astan

Goli

Maslakpak

et al. 2022

Health Science Reports

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Introduction: Nurses are the largest group of health-care providers and their clinical decisions have an essential role in patients' clinical condition. Evidence-based nursing has been proposed as a health-care method based on the latest findings and evidence. Therefore, we aimed to determine the effect of evidence-based nursing education on dialysis nurses' clinical decision-making.Material and Methods: This single-blind experimental study conducted in 2021 at dialysis wards of teaching hospitals affiliated to Urmia University of Medical Sciences. In this study, a total of 60 dialysis nurses were recruited using convenience sampling and allocated to two groups of intervention (n = 30) and control (n = 30). Data were collected at three time points of before, 1 week after, and 1 month after the intervention using a demographic questionnaire and the Lauri and Salantera Clinical Decision-Making Questionnaire (LSCD-MQ). Nurses in the intervention group received 12 sessions of evidence-based nursing education, while nurses in the control group received no intervention. Results:The results showed the mean score of clinical decision-making had a significant decreasing trend over time (p < 0.001) so that it decreased significantly 1 week after the intervention (72.83 ± 4.90) compared with before the intervention (69.5 ± 67.34) in the intervention group. Moreover, participants' decision-making moved toward analytical decision-making. The results also indicated there was a significant difference between the baseline mean score of clinical decision-making and the postintervention mean scores obtained 1 week (p = 0.025) and 1 month (p = 0.001) after the intervention.However, this difference was not found to be significant in the control group (p = 1.000). Conclusions:The study results indicate the positive effect of evidence-based education on nurses' clinical decision-making. Therefore, nurses are recommended to apply evidence-based education methods to improve their level of clinical decision-making. Health officials are also recommended to hold in-service evidencebased workshops to update nurses' knowledge.

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The correlation of metacognitive ability, self‐directed learning ability and critical thinking in nursing students: A cross‐sectional study

Cited by 51 publications

References 35 publications

Enhancing generic capabilities and metacognitive awareness of first-year nursing students using active learning strategy

Enhancing generic capabilities and metacognitive awareness of first-year nursing students using active learning strategy

Authentic Leadership and Societal Transformation: A Review of Literature

The effect of evidence‐based nursing education on nurses' clinical decision making: A randomized controlled trial

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