Josephsen Jayne M
J Nurs Educ. 2017 Nov 1;56(11):675-678. doi: 10.3928/01484834-20171020-07.
Metacognition enables understanding, analysis, and regulation of one's cognition when engaged in learning. Metacognition, epistemic questioning, and self-regulated learning are foundational to the development of critical reasoning and self-reflective practice.
This pilot qualitative study used observations and interviews to identify metacognitive strategies used by a convenience sample of nursing students prior to and during simulation and debriefing. Metacognitive taxonomies were used to code the observations and interviews.
Coding evaluation identified that although students participated in some types of metacognition during simulation and debriefing, they did not engage in the complete metacognitive trajectory necessary for self-regulated learning.
Simulation design lends itself to the use of metacognitive strategies. Students would benefit from these strategies being implemented throughout prebriefing, simulation, and debriefing. Further research is needed concerning strategies to increase metacognition in simulation and debriefing and whether prior student training in metacognitive skills affects simulation and debriefing learning outcomes. [J Nurs Educ. 2017;56(11):675-678.].
元认知能够在学习过程中使人理解、分析和调节自身的认知。元认知、认知质疑和自我调节学习是批判性推理和自我反思实践发展的基础。
这项定性试点研究通过观察和访谈，确定了一个便利抽样的护理专业学生在模拟和汇报前及过程中所使用的元认知策略。运用元认知分类法对观察和访谈内容进行编码。
编码评估发现，尽管学生在模拟和汇报过程中参与了某些类型的元认知活动，但他们并未参与自我调节学习所需的完整元认知轨迹。
模拟设计适合使用元认知策略。在整个预汇报、模拟和汇报过程中实施这些策略，学生将从中受益。关于在模拟和汇报中增加元认知的策略，以及学生先前接受的元认知技能培训是否会影响模拟和汇报学习成果，还需要进一步研究。[《护理教育杂志》。2017年；56(11):675 - 678。]
