The Correlation Between Metacognitive Awareness Level and Self-Directed Learning Readiness of Undergraduate Nursingand Midwifery Students

Abstract

The aim of this study was to investigate the relationship between Self-directed Learning readiness and Metacognitionof undergraduate students nurses and midwifery. The research is conducted in a public university in the city center of Amasya with 398 undergraduate nursing and midwifery students in 2017-2018 academic years. A descriptive correlational design was used. A structured questionnaire consisted of two parts: Part I: Socio-demographic data, Part II: Fisher’s Self-Directed Learning Readiness scale and Part III: Metacognitive Awareness Inventory (Schraw & Dennison, 1994).Descriptive statistics of the students’ demographic attributes were presented. In order to determine whether there was a correlation between the students’ self directed learning readiness and their Metacognitive Awareness perceived, the Pearson Moment Correlation coefficient was was calculated.The results showed that (1). There is a positive moderate but significantly relationship between metacognitive awareness and Self-directed Learning Readiness scores. (2). There is a significant relationship between metacognitive awareness and Self-directed Learning Readiness subscores.Metacognition awareness is a predictor of SDLR.

The predict of metacognitive awareness of nursing students on self‐confidence and anxiety in clinical decision‐making

“…20 Metacognitive awareness in nursing students increased their motivation to problem-solve and learn, which, in turn, significantly predicted their level of self-confidence in accessing information sources in clinical decision-making. 5,17,20,21 The metacognitive awareness of the students significantly predicted their scores on the "using information to see the big picture" subdimension of the self-confidence with clinical decision-making scale. Metacognitive awareness allows for a systematic use of the information obtained from the problem-solving process and an evaluation of its results.…”

“…Metacognitive avareness facilitates students' ability to determine their learning needs. 17,21 In addition, the use of metacognitive awareness strategies in nursing education has positive effects on learning. 20 Metacognitive awareness in nursing students increased their motivation to problem-solve and learn, which, in turn, significantly predicted their level of self-confidence in accessing information sources in clinical decision-making.…”

“…With improved selflearning skills, students with high metacognitive awareness can use resources more effectively. 21 This allows students to access accurate information to solve patient problems and to interpret patient outcomes, and it reduces the anxiety experienced during this process. 5,20 The metacognitive awareness level of the students significantly predicted their scores on the "using information to see the big picture" subdimension of the anxiety with clinical decision-making scale.…”

“…Metacognitive awareness increases students' self-confidence about which information will be used in the determination of the problem. 17,21 This is a factor that helps nursing students transfer theoretical knowledge to practice.…”

The effect of the online flipped classroom on self-directed learning readiness and metacognitive awareness in nursing students during the COVID-19 pandemic

“…According to Bektas (2020), metacognitive awareness increases students’ self-confidence and motivation, such that increasing self-confidence will help them learn with their advanced mechanisms and use appropriate opportunities to access resources and information. Eventually, they achieve higher metacognitive awareness [ 56 , 57 ]. In the present study, the mean total score of students’ metacognitive awareness before the intervention increased their self-confidence and motivation.…”