Evaluation of a Teaching Strategy Aimed at Improving the Metacognitive Learning of Nursing Students

Purpose: The faculty who employed the KWLA+R were amazed by the apparent metacognitve and meta-affective learning described in the students’ writings. To explore our assumptions, a decision was made to further validate our perceptions in a scientific and interpretive manner. 

Methods:

 A qualitative analysis was conducted for the purpose of evaluating the effectiveness of the KWLA+R process on learning outcomes by discerning the metacognitive and meta-affective learning achieved by students in nursing courses across the curriculum.

Utilizing an interpretive phenomenologic approach guided by Heidegerrian hermeneutics, a purposive sample was acquired by selecting two KWLA+R(s) from the archives of courses from 2012 through fall 2014; the samples were de-identified and then distributed to the interpretive group for analysis. The interpretative analysis was conducted using the seven-stage process delineated by Diekelmann, Allen, and Tanner (1989).   The Atlas.ti7qualitative software program was used, to facilitate the analysis.

The interpretive group individually read each KWLA+R from the sample (n.= 38) to gain an overall understanding and summarized the KWLA+R(s) and identified beginning categories.  Differences were discussed until consensus was achieved.  Subsequently, the interpretive circle confirmed and agreed upon the emerging themes until saturation occurred.

Results:

Through this analysis, several themes that illustrate the metacognitive learning that occurred, not only as a product of the course content, but as a result of the student’s engagement in the KWLA+R process.  These themes include: Finding My Voice as a Nurse, Becoming Empowered, and Recognizing my Leadership Potential.  Further, meta-affective themes identified included Reawakening My Personal Power and Awakening My Own Self-Awareness were indicative of personal growth and professional development. 

Conclusion: In summary, the faculty validated our perceptions that the use of the KWLA+R, as an instructional metacognitive and meta-affective learning strategy in this nursing program was effective within the scope of its application.   In the future, we will further explore evidence to support this and other self-regulated instructional approaches in nursing education.