Abstract
The dynamic and changing healthcare environment requires educators to prepare nurse practitioner students with more than knowledge and skills. Healthcare providers need to be prepared with enhanced skills related to critical thinking and decision making. Metacognition training has been used by many disciplines within and outside of healthcare to prepare individuals to work in an environment that has volatility, uncertainty, complexity, ambiguity, and delayed feedback (VUCAD). Metacognition training is rooted in cognitive theory. Cognitive theory strives to understand the relationship between an individual's thought processes and behavior. This retrospective exploratory study uses computerized strategic management simulation (SMS) data to address the question: What parameters of metacognition do master's level nurse practitioner (NP) students excel versus underperform? Presentation will include SMS parameters linked with the National Organization of Nurse Practitioner Faculties (NONPF) Core Competencies. In doing this, faculty can better assess students' individualized learning needs and tailor their academic education to address specific needs. Fifty-nine master's level students completed SMS, measuring five unique parameters of metacognition (Crisis, Task, Strategy, People & Information Management). Students' mean and median scores were observed to be high range for crisis management; and moderate range for task management, strategy management, and people management. Conversely, mean and median scores were in the low range for information management. Knowledge gained from this study can be used for curriculum development and planning to ensure that the parameters of metacognition are demonstrated throughout the content delivery of the curriculum, training exercises, and evaluation methods. Knowledge related to areas in which NP students score in the low range can be added to courses to bolster students' education. Preparing competent nurse practitioners for the healthcare environment has been made even more apparent by the recent global COVID-19 pandemic.
Sigma Membership
Omicron at-Large
Lead Author Affiliation
The State University of New York Upstate Medical University, Syracuse, New York, USA
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Quasi-Experimental Study, Other
Research Approach
Pilot/Exploratory Study
Keywords:
Metacognition, Cognitive Theory, Nurse Practitioner Students, Critical Thinking, Information Management
Recommended Citation
Holliday, Kathryn; Waryold, Justin; and Rodriguez, Eric, "Metacognition in nurse practitioner students: How nurse educators can best serve students" (2024). Group: King International Nursing Group. 4.
https://www.sigmarepository.org/group_king/2021/presentations/4
Conference Name
Contemporary Applications of Imogene King's Work and Related Theories Conference
Conference Host
KING International Nursing Group
Conference Location
Virtual Event
Conference Year
2021
Rights Holder
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Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Self-submission
Metacognition in nurse practitioner students: How nurse educators can best serve students
Virtual Event
The dynamic and changing healthcare environment requires educators to prepare nurse practitioner students with more than knowledge and skills. Healthcare providers need to be prepared with enhanced skills related to critical thinking and decision making. Metacognition training has been used by many disciplines within and outside of healthcare to prepare individuals to work in an environment that has volatility, uncertainty, complexity, ambiguity, and delayed feedback (VUCAD). Metacognition training is rooted in cognitive theory. Cognitive theory strives to understand the relationship between an individual's thought processes and behavior. This retrospective exploratory study uses computerized strategic management simulation (SMS) data to address the question: What parameters of metacognition do master's level nurse practitioner (NP) students excel versus underperform? Presentation will include SMS parameters linked with the National Organization of Nurse Practitioner Faculties (NONPF) Core Competencies. In doing this, faculty can better assess students' individualized learning needs and tailor their academic education to address specific needs. Fifty-nine master's level students completed SMS, measuring five unique parameters of metacognition (Crisis, Task, Strategy, People & Information Management). Students' mean and median scores were observed to be high range for crisis management; and moderate range for task management, strategy management, and people management. Conversely, mean and median scores were in the low range for information management. Knowledge gained from this study can be used for curriculum development and planning to ensure that the parameters of metacognition are demonstrated throughout the content delivery of the curriculum, training exercises, and evaluation methods. Knowledge related to areas in which NP students score in the low range can be added to courses to bolster students' education. Preparing competent nurse practitioners for the healthcare environment has been made even more apparent by the recent global COVID-19 pandemic.