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Updated: Jul 8, 2025
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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
Published on: September 27, 2020
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Metacognition and learning transfer under uncertainty.
1Nursing College, Medical and Surgical Department, Taif University, Taif, Saudi Arabia.
International Journal of Nursing Education Scholarship
|December 11, 2023
Summary
Nursing students
Area of Science:
- Nursing Education
- Medical Simulation
- Cognitive Psychology
Background:
- Metacognition is crucial for effective learning and clinical skill application.
- Transfer of learning from simulated to real-world clinical settings is a key educational outcome.
- Urgent and cognitively demanding situations pose unique challenges for learning transfer in nursing students.
Purpose of the Study:
- To investigate the correlation between metacognitive awareness and learning experience transfer in nursing students.
- To explore the relationship between metacognition, learning transfer, and academic performance (GPA).
- To identify factors influencing the transfer of learning in simulated emergency care scenarios.
Main Methods:
- A one-group post-test-only study design was employed.
- Participants engaged in an emergency care scenario simulation.
- The Meta-Cognitive Awareness Scale – Domain Specific (MCAS-DS) was administered to assess metacognition.
Main Results:
- Metacognitive awareness significantly correlated with learning transfer (p=0.0001) and GPA (p=0.006).
- Learning transfer positively correlated with GPA (p=0.04), clinical training experience (p=0.021), and metacognitive confidence (p=0.0001).
Conclusions:
- Academic achievement (GPA) may serve as a screening tool for identifying nursing students who need metacognitive training.
- Enhancing metacognitive abilities can be indirectly supported by increasing clinical training hours.
- Interventions aimed at improving metacognition may enhance learning transfer in nursing education.
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