Details

Autor(en) / Beteiligte

• Millanzi, Walter C.
• Kibusi, Stephen M.

Titel

Exploring the effect of problem‐based facilitatory teaching approach on metacognition in nursing education: A quasi‐experimental study of nurse students in Tanzania

Ist Teil von

• Nursing open, 2020-09, Vol.7 (5), p.1431-1445

Ort / Verlag

United States: John Wiley & Sons, Inc

Erscheinungsjahr

2020

Link zum Volltext

Quelle

Wiley-Blackwell Journals

Beschreibungen/Notizen

• Aim Currently, there has been a progressive shortage of not only the number of frontline healthcare providers but also a decline in the quality of nursing care. There is a growing concern to rethink the approaches on how nurses are prepared, explore and test novel approaches for delivering the nursing curricula. This study tested the effect of the problem‐based facilitatory teaching approach on metacognition among nursing students in Tanzania, higher learning institutions. Design A controlled pre‐/post‐test quasi‐experimental study design with a quantitative research approach was employed in this study. Methods The study was conducted between February–June 2019 including two purposively selected higher learning institutions in the Dodoma region, the central zone of Tanzania. The 401 randomly selected undergraduate nursing students (interventional = 134 and control = 267) were involved. The auditing inventory developed by the researcher measured the intervention, and the questionnaire titled Metacognition Strategies in Nursing was adopted to measure the metacognition, respectively. Statistical analysis was performed using the Statistical Package for the Social Solution (SPSS) software program version 23. Results Findings indicated that 65.8% of the study participants were males. The post‐test findings revealed a significant gain in metacognition scores among participants in an intervention group between (M = 23.27; SD = 1.716) at baseline and (M = 66.31; SD = 6.204) post‐intervention. 63.4% of the total sample in an intervention group demonstrated a high level of knowledge about the regulation of cognition compared to their counterpart control group. However, 69.1% (N = 85) participants in the control group performed better for the knowledge about cognition. With the control of other factors, the intervention was found to be more times likely to influence metacognition among nurse students (AOR = 1.603, p < 0.05, 95% CI: 1.023, 2.513) . In conclusion, the intervention had the potential to positively effect the levels of metacognition among nurse students. Hence, it was closely linked to professional competency and it would change the spectrum of nursing competency and quality of care among nurse students.