Millanzi Walter C, Kibusi Stephen M
Department of Nursing and Midwifery College of Health Sciences The University of Dodoma Dodoma Tanzania.
Department of Public Health College of Health Sciences The University of Dodoma Dodoma Tanzania.
Nurs Open. 2020 Jul 6;7(5):1431-1445. doi: 10.1002/nop2.514. eCollection 2020 Sep.
Currently, there has been a progressive shortage of not only the number of frontline healthcare providers but also a decline in the quality of nursing care. There is a growing concern to rethink the approaches on how nurses are prepared, explore and test novel approaches for delivering the nursing curricula. This study tested the effect of the problem-based facilitatory teaching approach on metacognition among nursing students in Tanzania, higher learning institutions.
A controlled pre-/post-test quasi-experimental study design with a quantitative research approach was employed in this study.
The study was conducted between February-June 2019 including two purposively selected higher learning institutions in the Dodoma region, the central zone of Tanzania. The 401 randomly selected undergraduate nursing students (interventional = 134 and control = 267) were involved. The auditing inventory developed by the researcher measured the intervention, and the questionnaire titled Metacognition Strategies in Nursing was adopted to measure the metacognition, respectively. Statistical analysis was performed using the Statistical Package for the Social Solution (SPSS) software program version 23.
Findings indicated that 65.8% of the study participants were males. The post-test findings revealed a significant gain in metacognition scores among participants in an intervention group between (M = 23.27; SD = 1.716) at baseline and (M = 66.31; SD = 6.204) post-intervention. 63.4% of the total sample in an intervention group demonstrated a high level of knowledge about the regulation of cognition compared to their counterpart control group. However, 69.1% ( = 85) participants in the control group performed better for the knowledge about cognition. With the control of other factors, the intervention was found to be more times likely to influence metacognition among nurse students (AOR = 1.603, < 0.05, 95% CI: 1.023, 2.513) . In conclusion, the intervention had the potential to positively effect the levels of metacognition among nurse students. Hence, it was closely linked to professional competency and it would change the spectrum of nursing competency and quality of care among nurse students.
目前，不仅一线医疗服务提供者的数量在逐渐短缺，护理质量也在下降。人们越来越关注重新思考护士的培养方式，探索并测试提供护理课程的新方法。本研究测试了基于问题的促进性教学方法对坦桑尼亚高等院校护理专业学生元认知的影响。
本研究采用定量研究方法，采用对照前后测准实验研究设计。
该研究于2019年2月至6月进行，选取了坦桑尼亚中部多多马地区两所经目的抽样选定的高等院校。共有401名随机抽取的本科护理专业学生参与（干预组 = 134人，对照组 = 267人）。研究人员编制的审核量表用于测量干预情况，采用《护理中的元认知策略》问卷测量元认知。使用社会科学统计软件包（SPSS）23版进行统计分析。
研究结果表明，65.8%的研究参与者为男性。后测结果显示，干预组参与者的元认知得分在基线时（M = 23.27；标准差 = 1.716）和干预后（M = 66.31；标准差 = 6.204）有显著提高。与对照组相比，干预组总样本中的63.4%表现出对认知调节的高水平知识。然而，对照组中有69.1%（n = 85）的参与者在认知知识方面表现更好。在控制其他因素后，发现该干预措施更有可能影响护生的元认知（调整后比值比 = 1.603，P < 0.05，95%置信区间：1.023，2.513）。总之，该干预措施有可能对护生的元认知水平产生积极影响。因此，它与专业能力密切相关，会改变护生的护理能力范围和护理质量。
