A Metacognitive Learning Strategy that Guides Intentional Learning and Reflection in Nursing Education

Purpose:

The purpose of this symposium is to engage the participants interactively around the application of Metacognitive and Meta-affective Learning Strategies in Nursing Education.  An in-depth exploration of the underlying cognitive theory, metacognition, and reflexive theory will provide an understanding of the KWLA+R learning strategy discussed in the companion symposium presentations.

Methods:

Cognitive theorists have tried to understand components of cognitive learning and to develop ways to enhance learning.  Piaget (1952) stated that cognitive disequilibrium is needed for learning to occur.  This disequilibrium is recognized in his theory of adaptation and Cole (2009) suggests this disequilibrium can be created through questions.  This is consistent with Vygotsky’s theory of scafolded learning (1978), in which learners can achieve increased levels of cognitive development through purposeful interactions with instructors and more advanced peers (also known as scaffolds).

Results:

Metacognition was introduced in 1979 by John Flavell.  Flavell posited that metacognition is higher order thinking that requires the learner to actively engage in cognitive learning processes (Livingston, 2003).  Another way to think of metacognition is “thinking about thinking” (Flavell, 1999; Bogdan, 2000; Metcalfe, 2000). Metacognition consists of two parts: metacognitive knowledge and self-regulation. Metacognitive knowledge refers to how one processes information for learning, as well as the individual’s self-awareness of how they learn. Metacognitive self-regulation, on the other hand, refers to sequential processes used to guide the learning activities to achieve the learning goal. The cognitive activities of questioning and self-questioning are overlapping with the metacognitive “thinking about thinking” that occurs simultaneously.

Josephsen (2014) proposes that critical theory/reflection in combination with metacognition promotes the student’s ability to relate current knowledge with past experience and gain insight into future nursing practice.  Thus, within each learner, metacognition is comprised of three components: self-knowledge, self-evaluation, and application of knowledge to the task at hand (p.2). Learning occurs through accommodation and adaptation (Piaget) as the student internalizes the new knowledge and modifies or changes existing knowledge structures.  

Conclusion:

Through the processes of critical reflection, nursing students build metacognitive knowledge and employ metacognitive strategies; therefore, undergraduate, RN-BS, and graduate students will increase the depth of their learning and develop a foundation for practice within a complex health care environment.