Metacognitive strategies adopted by nursing students

Chiejina EN¹ and  Ebenebe RC²

¹Department of Nursing Science, Faculty of Health Sciences and Technology

College of Health Sciences. Nnamdi Azikiwe University, Nnewi Campus, Anambra State. Nigeria

²Department of Educational Foundations, Faculty of Education, Nnamdi Azikiwe University Awka.

*Corresponding author Email: nkechichiejina@yahoo.com

Accepted 20 May, 2013

Abstract

In this study, the authors examined the metacognitive strategies adopted by nursing students.  The population of the study was nursing students selected from two Nigerian universities, and the sample size was 240. Two research questions and two null hypotheses guided the study. The instrument used for data collection was questionnaire titled metacognitive strategies in Nursing (QMCSN). Mean score, standard deviation (SD) and Spearman Rank Correlation Co-efficient (rho) were used to answer the research questions while chi-square and Wilcoxon Rank Sum test statistics were adopted in testing the null hypotheses at 0.01 level of significance. The result indicated significant correlation between the students’ metacognitive self-regulation and the strategies they adopt in their classroom learning, as well as the students’ self-reinforcement of their goal-oriented behaviour. Significant relationship was observed in the metacognitive self-regulation of the students in government and private universities; however, the learning strategies among the students’ levels differed significantly. Recommendations were given based on the findings.

Keywords: Metacognition, self-regulation, learning strategies, self-reinforcement, nursing students .