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Metacognition: implications for instruction in nursing education
1Educational Psychology, Indiana University, Bloomington.
The Journal of Nursing Education
|April 1, 1990
Summary
Metacognition, the ability to understand one's own thinking, can help improve student learning and academic performance. This research explores metacognitive strategies, like strategic reading, to support student nurses.
Area of Science:
- Educational Psychology
- Nursing Education
Background:
- Research on metacognition in post-secondary learners is growing.
- Faculty in nursing programs face challenges with declining applicants and academic abilities.
- Metacognition offers potential solutions for enhancing student performance.
Purpose of the Study:
- To analyze the construct of metacognition.
- To describe strategic reading as a key metacognitive dimension.
- To highlight the utility of metacognition for student nurses.
Main Methods:
- Literature review and conceptual analysis of metacognition.
- Focus on strategic reading skills relevant to academic success.
Main Results:
- Metacognition is a critical factor in optimal student performance.
- Instruction in metacognitive skills acts as a preventative educational practice.
- Strategic reading is a valuable metacognitive tool for nursing students.
Conclusions:
- Metacognitive instruction can address learning deficits and prevent academic failure.
- Understanding and applying metacognitive strategies can improve nursing student outcomes.
- Further inquiry into metacognition in higher education is warranted.