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Metacognitive Inventory for nursing students in Taiwan: instrument development and testing
1Graduate Program in Health Allied Education, National Taipei University of Nursing and Health Sciences, Taipei, Taiwan. hsu.liling@msa.hinet.net
Journal of Advanced Nursing
|August 26, 2010
Summary
A new Metacognitive Inventory for Nursing Students was developed and validated. This tool assesses metacognitive abilities, crucial for effective problem-solving in nursing practice.
Area of Science:
- Nursing Education
- Psychometrics
- Cognitive Science
Background:
- Metacognition involves an individual's awareness and control of their thinking and learning strategies.
- Nursing students require advanced cognitive skills for complex healthcare problem-solving.
- Nursing educators must foster metacognitive abilities for critical thinking and clinical reasoning.
Purpose of the Study:
- To develop and test a reliable instrument for measuring metacognitive abilities in nursing students.
- To provide nurse educators with a tool to assess and enhance student metacognition.
Main Methods:
- The Metacognitive Inventory for Nursing Students was developed in 2007.
- The instrument was administered to 802 senior nursing students in Taiwan.
- Psychometric properties were evaluated using principal axis factor analysis and reliability testing.
Main Results:
- The inventory was refined to 28 items, yielding five factors: self-monitoring, self-modification, self-awareness, effective learning, and problem-solving.
- These factors explained 53.09% of the variance.
- The inventory demonstrated strong internal consistency (Cronbach's alpha = 0.94) and factor reliability (0.73–0.90).
Conclusions:
- The Metacognitive Inventory for Nursing Students is a psychometrically sound tool for assessing nursing students' metacognitive skills.
- Nurse educators in Taiwan can utilize this inventory to evaluate students and promote metacognitive development.
- Enhancing metacognition is vital for preparing nurses to navigate complex clinical scenarios.
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