Effect of guided reciprocal peer questioning strategy on pediatric nursing students' self-esteem and metacognitive awareness: Current approach and future directions

Rashwan, Zohour Ibrahim; Busebaia, Toqa Jameel; AL-Sabbagh, Amal Saad; Eweida, Rasha Salah

doi:10.1016/j.nedt.2021.105153

Cited by 7 publications

(6 citation statements)

References 22 publications

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“…Our ndings indicated that a signi cant improvement in regulation of cognition score was found at 16-weeks intervention compared with a control group. This improvement is long-lasting (over 1 month, Cohen's d = 1.31), and almost identical to Gholami found in a problem-based learning intervention [15] . Studies on metacognitive have shown a positive relationship between students' knowledge of cognition and their problem-solving, case analysis, and blended learning module can act as a catalyst for the exercising on knowledge of cognition in nursing students [21] .…”

Section: Discussionsupporting

confidence: 78%

“…Research evidence suggests that active learning could improve students' metacognitive awareness [15,16] .Active learning was de ned as a process where the learner takes a dynamic and energetic role in their education [17] .Online and o ine mixed teaching modes and group cooperative learning were active learning modes [18] . Online and o ine mixed teaching modes could provide the multi-spatial nature of teacher and student interaction.…”

Section: Introductionmentioning

confidence: 99%

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Impact of the nursing comprehensive skill training course (NCST-C) on nursing students' metacognitive awareness: A quasi-experimental study

Mao³

et al. 2022

Preprint

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Background: Developing students’ metacognition awareness is a goal of university education as it can help equip students with life-long learning skills and promote holistic personal development. This study aimed to explore the effect of nursing comprehensive skill training course (NCST-C) on metacognitive awareness of nursing students in China, to provide a scientific foundation for improving metacognitive awareness.Design: A quasi-experimental two-group, matched pretest, post-test, and follow-up test.Methods: A total of 96 Junior nursing students were recruited using a convenience sampling and assigned to 2 groups by drawing lots with odd and even numbers in a nursing school at Huzhou University, China. The control group was received the traditional skill-training course. The intervention group was received training in NCST-C. Nursing students were evaluated metacognitive awareness inventory (MAI) at the baseline, 16-week, and 20-week follow-up points, respectively. A repeated-measures, two-way analysis of variance, and a simple effect test were used to compare each outcome measure of 2 groups.Results: The NCST-C resulted in a greater benefit for nursing students’ metacognition awareness and various dimensions (knowledge of cognition and regulation of cognition) in the intervention group. Combined with a simple effects test, the MAI and dimensions scores of those in the intervention groups significantly improved at 16 weeks after the baseline (F = 44.03-9.78); all P <0.01); and the sustainable effect of NCST-C lasted for 1 month after the intervention (F = 14.24-56.75, all P <0.01), which reached statistical significance (P < 0.05).Conclusions: The NCST-C was an effective course to develop metacognition awareness of nursing students,which design provides a new form of experimental course to improve metacognition awareness.Trial registration: http://www.chictr.org.cn/listbycreater.aspxRegistration number:ChiCTR2200057910. First registration date 22/3/2022

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Section: Discussionsupporting

confidence: 78%

Section: Introductionmentioning

confidence: 99%

Impact of the nursing comprehensive skill training course (NCST-C) on nursing students' metacognitive awareness: A quasi-experimental study

Mao³

et al. 2022

Preprint

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“…To the best of our knowledge, this is the first scale available for investigating metacognitive awareness among nursing students in mainland China. This scale lays the groundwork for conducting large-scale studies, gaining a deeper understanding of the metacognitive awareness status among nursing students, and providing essential information for cross-national comparisons of metacognitive awareness among nursing students ( Pour and Ghanizadeh, 2017 ; Rashwan et al, 2021 ).…”

Section: Discussionmentioning

confidence: 99%

Translation and psychometric validation of the Chinese version of the metacognitive awareness scale among nursing students

Li,

Xu,

Jia

et al. 2024

Front. Psychol.

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ObjectiveThis study endeavors to translate and psycho-metrically validate the metacognitive awareness inventory scale (MAS) for nursing students in China.MethodA total of 592 nursing students were enlisted from four universities situated in the eastern, southern, western, and northern regions of China. Content validity and reliability were evaluated using the content validity index and item-total correlation coefficient, and Cronbach’s alpha coefficients, respectively. Convergent validity examined the goodness of fit among sub-scales through the average extracted variance and composite reliability.ResultsExploratory factor analysis confirmed the first-order and second-order factor models, contributing to a cumulative variance of 89.4 and 59.5%, respectively. The Cronbach’s alpha values were 0.963 and 0.801, respectively. Confirmatory factor analysis outcomes indicated an excellent overall fit index for the model, satisfying the convergent validity criteria and achieving a target coefficient of 96.0%, which is consistent with the original scale structure.ConclusionThe Chinese version of the MAS (C-MAS) is a reliable and valid instrument for assessing metacognitive awareness among Chinese nursing students. Further research should consider a broader sample of nursing students across China to reinforce the scale’s applicability.

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“…Several studies have shown that social learning engagement positively impacts selfesteem [14,27,28]. This concept explains how the strengthening process in peer moderation encourages student activity in discussions both in collaborative and individual activities [29][30][31]. Confidence in successfully doing certain activities encouraged students to repeat the action in the online discussion.…”

Section: Discussionmentioning

confidence: 99%

Figure Out the Online Discussion Activeness of Pre-Teacher Education Students

Indriani

Sulisworo

2022

JPES

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Online learning has been widely applied at various levels of education, including lectures for prospective teachers of elementary school students in Indonesia. However, student activity in learning is still an obstacle in this study. This study describes student activity in online discussions. The discussion was conducted three times with different topics. The activity can be examined from the students' posts during the three discussions. The three aspects of the activeness were the number of posts in each discussion, participation in the three discussion topics, and the number of words in each post. These results were analyzed descriptively to see the trend of active discussion. The findings of this study show the role of lecturers in providing appreciation and feedback. The role of friends in reinforcing other friends' opinions determines the increase in activity in discussions. Social presence, self-esteem engagement, and social learning are essential issues in increasing this activity.

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Effect of guided reciprocal peer questioning strategy on pediatric nursing students' self-esteem and metacognitive awareness: Current approach and future directions

Cited by 7 publications

References 22 publications

Impact of the nursing comprehensive skill training course (NCST-C) on nursing students' metacognitive awareness: A quasi-experimental study

Impact of the nursing comprehensive skill training course (NCST-C) on nursing students' metacognitive awareness: A quasi-experimental study

Translation and psychometric validation of the Chinese version of the metacognitive awareness scale among nursing students

Figure Out the Online Discussion Activeness of Pre-Teacher Education Students

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