Learning Objective #1: Describe the benefits of audio-taping as a method to capture reflective dialogue using self-regulated learning strategies

Learning Objective #2: Discuss the advantages of prompting reflection using multi-dimensional views to promote clinical reasoning

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Objectives: Self-regulation of thinking fosters the use of reflective and critical thinking skills through the use of metacognitive, motivational and behavioral activities directed to the learning process (Schunk & Zimmerman, 1994). Theoretically, training self-regulation is likely to improve metacognition , support the development of critical thinking competence valued by educators, and enhance decision making valued by nursing service employers. Purpose: The aim of the project was to describe the effects of self-regulated learning (SRL) prompts on the metacognitive processes of senior baccalaureate nursing students as they reflected on clinical experiences using a hand held tape recorder. Prior to this study, SRL prompts have only been used with a hand written journaling technique. Design: A descriptive comparative/correlative non-experimental design with a convenient sample of 30 students in a 14 week preceptorship, were recruited from September 2001 to January 2002. The setting was an undergraduate baccalaureate nursing program in the Southeastern United States. Findings: There were 234 audio journal entries with approximately 86,000 words. Verbal protocol technique revealed the top three concerns as situations, reactions and evironmental issues. There was a consistent use of the SRL model with greater than 54% of explained variance between model concepts and all referent nouns, and a greater use of higher-level thinking statements when compared to another student group (t = -3.411, df =26, p=.002). Themes in the narratives referred to observations and judgments about knowledge work, thinking, colleagues, resources, preparation, environment, patients, self-corrections, self-improvements, self-competence, self-reactions and skills. Conclusions: Self-regulated learning strategies were consistently used during reflection from the beginning weeks which was not revealed prior to this study with journaling technique. Audio-taping captured greater quantities of dialogue and therefore a more comprehensive view of SRL during reflections. Prompting student consideration of multi-dimensional aspects of situations promotes the clinical reasoning activities used by practicing nurses.