Thinking strategies of baccalaureate nursing students prompted by self-regulated learning strategies.
The standard in nursing education today is to prepare nurses for future practice through generic programs with a culminating practicum experience. The clinical faculty in this program was interested in evaluating differences in student thinking strategies that occurred as a result of an increase from 60 to 120 clinical hours, coupled with reflective journaling. The Self-Regulated Learning model was used as a conceptual support for the journaling prompts, as well as a structure for narrative analysis. the 120-hour practicum group revealed a greater use of metacognitive self-evaluation strategies versus greater use of behavioral self-monitoring strategies by the 60-hour practicum group. This finding suggests that although self-observation and self-monitoring are important and desired thinking habits to develop in nursing students, an increase to 120 hours is beneficial. It promotes a greater use of self-evaluation of thinking and greater levels of self-efficacy in making decisions to solve clinical problems.
Kuiper
RuthAnne
R
University of North Carolina Wilmington, School of Nursing, 28403, USA. kuiperr@uncw.edu
Murdock
Nancy
N
Grant
Nancy
N
D000328:Adult; D001291:Attitude of Health Personnel; D002983:Clinical Competence; D004508:Education, Nursing, Baccalaureate / Q000458:organization & administration*; D005260:Female; D006801:Humans; D007388:Internal Medicine / Q000193:education; D008297:Male; D037141:Mandatory Programs; D017145:Models, Educational; D016294:Models, Nursing; D009657:North Carolina; D015402:Nursing Education Research; D013527:Perioperative Nursing / Q000193:education; D015397:Program Evaluation; D020377:Self Efficacy; D012647:Self-Assessment; D013338:Students, Nursing / Q000523:psychology*; D013850:Thinking; D013997:Time Factors; D014956:Writing