Effect of Metacognitive Program on Nursing Students' Academic Achievement

Abstract

Metacognitive program can help nursing students to develop the skills needed to think critically and reflect on their own learning processes. The aim of this study was to assess the effect of metacognitive program on nursing students' academic achievement. Methodology: An experimental design was used to conduct the present study, at the faculty of nursing, Zagazig University. The sample included 70 nursing students in the fourth academic year divided into two equal groups; study and control group. Two tools were used for data collection; 1) Metacognitive Awareness Inventory 2) Student transcripts. Results: After the program implementation the highest nursing students in the study group had a significantly higher level of metacognition compared to those in the control group (80% & 11.42% respectively). Before the program implementation, the highest percentage of nursing students in both the study and control groups had low level of critical thinking (91.7% & 90.4% respectively). The nursing students in the study group who received the metacognitive training program had a significantly higher level of academic achievement compared to the control group. Conclusion: There was a significant improvement in nursing students’ metacognition and academic achievement in the study group compared to the control group after the program implementation. Recommendations: Providing training courses to faculty members on how to develop students' metacognitive skills and play a role in modeling and coaching these skills. Adopting active learning strategies (case studies, reflections, simulations, group projects, and problem-solving activities) that require students to apply metacognitive skills.