The Process of Development of Nursing Students' Metacognitive Activities in Clinical Practicum Yukie SAITO 1 , Yoko MURANAKA 2 1Juntendo University Faculty of Health Care and Nursing 2Shumei University Faculty of Nursing Keyword: 看護学生 , メタ認知 , メタ認知的活動 , 臨地実習 , 発達 , nursing students , metacognition , metacognitive activities , clinical practicum , development pp.14-22
Published Date 2019/6/30
DOI https://doi.org/10.11477/mf.7009200302
  • Abstract
  • Reference

 Objective: To clarify how to develop nursing students' metacognitive activities in clinical practicum.

 Methods: Semi-structured interviews were conducted with 14 students in their fourth year at three nursing colleges, who had completed all specialized practical training programs. The obtained data were analyzed using the M-GTA.

 Results: There were 5 categories explaining the development of nursing students' metacognitive activities in clinical practicum: [motivation to learn enhanced by the supervisor], [self-dialogues promoted by the supervisor], [reflective writing to comprehensively examine the situation], [pursuing broader perspectives and deeper thoughts], and [making arrangements and managing situations to achieve goals].

 Conclusion: The results suggest that nursing students' undeveloped metacognitive activities expand under the influence of their bedside nursing instructors toward the acquisition of autonomy as a learner.

Copyright © 2019, Japan Society of Nursing and Health Care All rights reserved.


電子版ISSN 印刷版ISSN 1345-2606 日本看護医療学会