PMID: 11916343Mar 28, 2002Paper

Enhancing metacognition through the reflective use of self-regulated learning strategies

Journal of Continuing Education in Nursing
RuthAnne Kuiper

Abstract

An important concern of nursing practice and education is the difficulty new graduates experience while making the transition from graduate nurse to practicing nurse. Using a comparative descriptive design, self-regulated learning strategies were used to enhance metacognitive critical thinking abilities as 32 new graduate nurses reflected during 8-week preceptorship programs. Verbal protocol analysis revealed the majority of noun referents as metacognitive with thinking nouns increasing in rank from Week 1 to Week 8, present tense verbs were used most frequently with lower-level thinking phrases. Common themes in the narrative were knowledge observation, thinking strategies, judgments of self-improvement, judgments of competence, judgments of resources, self-reactions, and self-correction strategies. New graduate nurses have unique circumstances to overcome in making a transition to the workplace, and having self-regulatory skills would enable this process. The data suggest nursing education and practice consider self-regulated learning prompts with new graduates to promote thinking strategies.

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