Shasha Li , Minerva de Ala , Dandan Mao , Afeng Wang , Chongwen Wu
{"title":"护理综合技能训练班对护生元认知意识影响的准实验研究","authors":"Shasha Li , Minerva de Ala , Dandan Mao , Afeng Wang , Chongwen Wu","doi":"10.1016/j.anr.2022.10.003","DOIUrl":null,"url":null,"abstract":"<div><h3>Purpose</h3><p>This study explored the effect of a nursing comprehensive skill training course (NCST-C) on the metacognitive awareness of nursing students to provide a scientific foundation for improving metacognitive awareness.</p></div><div><h3>Methods</h3><p>This study used a quasi-experimental two-group matched pretest, post-test, and follow-up test. Ninety-six junior nursing students were recruited using convenience sampling and assigned to two groups by drawing lots with odd and even numbers in a nursing school at Huzhou University. The control group received a traditional skill-training course. The intervention group received NCST-C. Nursing students' metacognitive awareness inventory (MAI) was evaluated at the baseline, 16-week, and 20-week follow-up points. A repeated-measures analysis of variance and a simple effect test was used to compare each outcome measure of the two groups three times.</p></div><div><h3>Results</h3><p>The NCST-C resulted in greater benefits for nursing students' metacognitive awareness as well as various dimensions (knowledge of cognition and regulation of cognition) in the intervention group. Combined with a simple effects test, the MAI and dimension scores of those in the intervention group significantly improved at 16 weeks after the baseline (F = 9.78–44.03; all <em>p</em>s < .01). The sustainable effect of NCST-C lasted 1 month after the intervention (F = 14.24–62.36; <em>p</em>s < .01), reaching statistical significance (<em>p</em> < .05).</p></div><div><h3>Conclusions</h3><p>The NCST-C effectively developed metacognitive awareness among nursing students. Its design provides a new type of experimental course for improving metacognitive awareness.</p></div><div><h3>Trial registration</h3><p>chictr.org.cn: ChiCTR2200057910. First registration date: 1/11/2020.</p></div>","PeriodicalId":55450,"journal":{"name":"Asian Nursing Research","volume":null,"pages":null},"PeriodicalIF":2.1000,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1976131722000573/pdfft?md5=1d92eb6116343f0ae3e92188ec908755&pid=1-s2.0-S1976131722000573-main.pdf","citationCount":"0","resultStr":"{\"title\":\"Effect of a Nursing Comprehensive Skill Training Course (NCST-C) on Nursing Students' Metacognitive Awareness: A Quasi-experimental Study\",\"authors\":\"Shasha Li , Minerva de Ala , Dandan Mao , Afeng Wang , Chongwen Wu\",\"doi\":\"10.1016/j.anr.2022.10.003\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Purpose</h3><p>This study explored the effect of a nursing comprehensive skill training course (NCST-C) on the metacognitive awareness of nursing students to provide a scientific foundation for improving metacognitive awareness.</p></div><div><h3>Methods</h3><p>This study used a quasi-experimental two-group matched pretest, post-test, and follow-up test. Ninety-six junior nursing students were recruited using convenience sampling and assigned to two groups by drawing lots with odd and even numbers in a nursing school at Huzhou University. The control group received a traditional skill-training course. The intervention group received NCST-C. Nursing students' metacognitive awareness inventory (MAI) was evaluated at the baseline, 16-week, and 20-week follow-up points. A repeated-measures analysis of variance and a simple effect test was used to compare each outcome measure of the two groups three times.</p></div><div><h3>Results</h3><p>The NCST-C resulted in greater benefits for nursing students' metacognitive awareness as well as various dimensions (knowledge of cognition and regulation of cognition) in the intervention group. Combined with a simple effects test, the MAI and dimension scores of those in the intervention group significantly improved at 16 weeks after the baseline (F = 9.78–44.03; all <em>p</em>s < .01). The sustainable effect of NCST-C lasted 1 month after the intervention (F = 14.24–62.36; <em>p</em>s < .01), reaching statistical significance (<em>p</em> < .05).</p></div><div><h3>Conclusions</h3><p>The NCST-C effectively developed metacognitive awareness among nursing students. Its design provides a new type of experimental course for improving metacognitive awareness.</p></div><div><h3>Trial registration</h3><p>chictr.org.cn: ChiCTR2200057910. First registration date: 1/11/2020.</p></div>\",\"PeriodicalId\":55450,\"journal\":{\"name\":\"Asian Nursing Research\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.1000,\"publicationDate\":\"2022-12-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.sciencedirect.com/science/article/pii/S1976131722000573/pdfft?md5=1d92eb6116343f0ae3e92188ec908755&pid=1-s2.0-S1976131722000573-main.pdf\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Asian Nursing Research\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S1976131722000573\",\"RegionNum\":3,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"NURSING\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Asian Nursing Research","FirstCategoryId":"3","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1976131722000573","RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"NURSING","Score":null,"Total":0}
Effect of a Nursing Comprehensive Skill Training Course (NCST-C) on Nursing Students' Metacognitive Awareness: A Quasi-experimental Study
Purpose
This study explored the effect of a nursing comprehensive skill training course (NCST-C) on the metacognitive awareness of nursing students to provide a scientific foundation for improving metacognitive awareness.
Methods
This study used a quasi-experimental two-group matched pretest, post-test, and follow-up test. Ninety-six junior nursing students were recruited using convenience sampling and assigned to two groups by drawing lots with odd and even numbers in a nursing school at Huzhou University. The control group received a traditional skill-training course. The intervention group received NCST-C. Nursing students' metacognitive awareness inventory (MAI) was evaluated at the baseline, 16-week, and 20-week follow-up points. A repeated-measures analysis of variance and a simple effect test was used to compare each outcome measure of the two groups three times.
Results
The NCST-C resulted in greater benefits for nursing students' metacognitive awareness as well as various dimensions (knowledge of cognition and regulation of cognition) in the intervention group. Combined with a simple effects test, the MAI and dimension scores of those in the intervention group significantly improved at 16 weeks after the baseline (F = 9.78–44.03; all ps < .01). The sustainable effect of NCST-C lasted 1 month after the intervention (F = 14.24–62.36; ps < .01), reaching statistical significance (p < .05).
Conclusions
The NCST-C effectively developed metacognitive awareness among nursing students. Its design provides a new type of experimental course for improving metacognitive awareness.
Trial registration
chictr.org.cn: ChiCTR2200057910. First registration date: 1/11/2020.
期刊介绍：
Asian Nursing Research is the official peer-reviewed research journal of the Korean Society of Nursing Science, and is devoted to publication of a wide range of research that will contribute to the body of nursing science and inform the practice of nursing, nursing education, administration, and history, on health issues relevant to nursing, and on the testing of research findings in practice.
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
