title: Metacognition: implications for instruction in nursing education.
abstract: Published research efforts devoted to metacognition in post-secondary learners are accumulating and provide a stimulating array of instructional implications and fuel for further inquiry. Faculty in disciplines such as nursing where there is concern about the decline in a number of applicants and the academic ability of entering students may find that the literature on metacognition offers guidance on assisting students to perform at a more optimal level. Like preventative health care, providing instruction on metacognitive skills is a preventative educational practice: the goal being prevention of learning deficits and failure. The purpose of this article is to provide an analysis of the construct of metacognition and describe a specific dimension of metacognition, strategic reading, useful to student nurses.
authors.affiliation: Educational Psychology, Indiana University, Bloomington.
authors.forename: P J
authors.initials: PJ
authors.lastname: Worrell
mesh_terms: D003071:Cognition; D004506:Education, Nursing; D006801:Humans; D007858:Learning; D008722:Methods; D011932:Reading; D012649:Self Concept; D013338:Students, Nursing