A new direction for cognitive development in nursing to prepare the practitioners of the future

The quest to improve metacognitive control of critical thinking abilities has gained increasing importance throughout the world during the past thirty years. Self-regulated learning, a concept within the construct of critical thinking, is currently receiving much attention from educational theorists. A self-regulated individual requires a dependable experiential knowledge base, uses cognitive critical thinking strategies in a reflective manner, and is affected by social and cultural influences. One purpose of this article is to review the significant legacy of cognitive research in nursing. The research is categorized according to the concepts of the self-regulation learning model; metacognitive self-regulation (critical thinking, information processing), behavioral self-regulation (reflective practice) and environmental self-regulation (social interaction, clinical context). Another purpose of the article is to explore some self-regulated learning techniques that could be used to improve metacognitive control of critical thinking abilities in practice situations. Nursing leaders in service and education should consider a new approach for cognitive development in practice, since the result could be outcomes that are more closely aligned with mandates of governing bodies, growth of the discipline and patient welfare.