Abstract
Strategies to increase metacognition in nursing students and other healthcare professionals have been a recent focus in the literature. Metacognition is an understanding of how to think and learn (Chen, Björkman, Zou, & Engström, 2019) Metacognitive skills of self-direction of learning and self-regulation of learning are correlated with critical thinking and problem-solving abilities, significant to academic success and clinical decision-making (Medina, Castleberry & Persky,2017). Students in an accelerated master's direct entry prelicensure program demonstrated gaps in the metacognitive skills of efficiently self-assessing learning needs and selecting effective learning strategies. Collaborative testing and exam wrappers were implemented to improve self-assessment, self-direction, and self-regulation of learning metacognitive skills.
Sigma Membership
Alpha Zeta
Lead Author Affiliation
Columbia University, New York, New York, USA
Type
Poster
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Mixed/Multi Method Research
Keywords:
Metacognition, Nursing Students, Metacognition Skills, Collaborative Testing, Peer Interaction
Recommended Citation
Mullen, Kathleen Marie, "Implementing collaborative testing with exam wrappers to improve metacognition" (2020). General Submissions: Presenations (Oral and Poster). 107.
https://www.sigmarepository.org/gen_sub_presentations/2020/posters/107
Conference Name
Sigma European Region Annual Conference
Conference Host
European Region - Sigma
Conference Location
Virtual Event
Conference Year
2020
Rights Holder
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Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Implementing collaborative testing with exam wrappers to improve metacognition
Virtual Event
Strategies to increase metacognition in nursing students and other healthcare professionals have been a recent focus in the literature. Metacognition is an understanding of how to think and learn (Chen, Björkman, Zou, & Engström, 2019) Metacognitive skills of self-direction of learning and self-regulation of learning are correlated with critical thinking and problem-solving abilities, significant to academic success and clinical decision-making (Medina, Castleberry & Persky,2017). Students in an accelerated master's direct entry prelicensure program demonstrated gaps in the metacognitive skills of efficiently self-assessing learning needs and selecting effective learning strategies. Collaborative testing and exam wrappers were implemented to improve self-assessment, self-direction, and self-regulation of learning metacognitive skills.