Self-Regulated Learning and Clinical Reasoning in Baccalaureate Nursing Students during Acute Care versus Community Based Clinical Experiences

2.50
Hdl Handle:
http://hdl.handle.net/10755/308434
Category:
Abstract
Type:
Presentation
Title:
Self-Regulated Learning and Clinical Reasoning in Baccalaureate Nursing Students during Acute Care versus Community Based Clinical Experiences
Author(s):
Kuiper, RuthAnne; Schweizer, Cynthia K.
Lead Author STTI Affiliation:
Nu Omega
Author Details:
RuthAnne Kuiper, RN, PhD, kuiperr@uncw.edu; Cynthia K. Schweizer, MSN, BS, AD
Abstract:

Session presented on: Monday, November 18, 2013

BackgroundContemporary health care environments require nurses with advanced critical thinking and clinical reasoning skills. Promotion of self-regulated learning model with nursing students has been shown to promote clinical reasoning.  

Purpose To provide further definition and clarification of critical thinking and clinical reasoning during student experiences, guided reflective journaling with self-regulation learning strategies was implemented over a semester long clinical course. Verification of self-regulated learning strategy use was evaluated by using the Motivated Strategies for Learning Questionnaire (MSLQ). The aims were to determine differences between clinical groups, grade point averages, previous work experience, and time.  

Methods The quasi-experimental design compared a purposive sample of baccalaureate students, 20 in community health and 22 in acute care. After approval by the institutional IRB, the 81 item MSLQ questionnaire was completed as a pre-test and post-test at the end of the course, after 6 reflective journals. Protocol analysis was applied to journal narratives and MSLQ scores were analyzed with the independent chi-square test to compare groups, cognitive abilities and demographic characteristics.

FindingsFourteen items on the MSLQ revealed statistical significant higher scores in the subscales of metacognition, rehearsal, help seeking, peer learning and elaboration. Scores decreased for study time and effort regulation. There were higher post-test scores in the acute care group and for students with higher GPA’s with elaboration (p = .02). Students with lower GPA’s had higher scores for motivation (p=.05) and metacognitive control (p = .02). Protocol analysis revealed a focus on reactions, knowledge work, and time/situation/environment concerns. Inference, analysis and interpretation were the critical thinking skills that predominated.   

Conclusions The results show trends in self-regulation learning strategy use, however, research is needed for evaluating larger sample sizes in a variety of clinical areas, with interventions that improve cognitive abilities, and with measures that accurately reflect changes in cognitive abilities.

Keywords:
Clinical Reasoning; Critical Thinking; Self-Regulation
Repository Posting Date:
19-Dec-2013
Date of Publication:
19-Dec-2013
Conference Date:
2013
Conference Name:
42nd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Indianapolis, Indiana, USA
Description:
42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriott

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleSelf-Regulated Learning and Clinical Reasoning in Baccalaureate Nursing Students during Acute Care versus Community Based Clinical Experiencesen_GB
dc.contributor.authorKuiper, RuthAnneen_GB
dc.contributor.authorSchweizer, Cynthia K.en_GB
dc.contributor.departmentNu Omegaen_GB
dc.author.detailsRuthAnne Kuiper, RN, PhD, kuiperr@uncw.edu; Cynthia K. Schweizer, MSN, BS, ADen_GB
dc.identifier.urihttp://hdl.handle.net/10755/308434-
dc.description.abstract<p>Session presented on: Monday, November 18, 2013</p><b>Background</b>Contemporary health care environments require nurses with advanced critical thinking and clinical reasoning skills. Promotion of self-regulated learning model with nursing students has been shown to promote clinical reasoning.   <p align="left" class="APAHeader"><b>Purpose</b><b> </b>To provide further definition and clarification of critical thinking and clinical reasoning during student experiences, guided reflective journaling with self-regulation learning strategies was implemented over a semester long clinical course. Verification of self-regulated learning strategy use was evaluated by using the Motivated Strategies for Learning Questionnaire (MSLQ). The aims were to determine differences between clinical groups, grade point averages, previous work experience, and time.   <p><b>Methods</b> The quasi-experimental design compared a purposive sample of baccalaureate students, 20 in community health and 22 in acute care. After approval by the institutional IRB, the 81 item MSLQ questionnaire was completed as a pre-test and post-test at the end of the course, after 6 reflective journals. Protocol analysis was applied to journal narratives and MSLQ scores were analyzed with the independent chi-square test to compare groups, cognitive abilities and demographic characteristics.<b> </b><p><b>Findings</b>Fourteen items on the MSLQ revealed statistical significant higher scores in the subscales of metacognition, rehearsal, help seeking, peer learning and elaboration. Scores decreased for study time and effort regulation. There were higher post-test scores in the acute care group and for students with higher GPA’s with elaboration (p = .02). Students with lower GPA’s had higher scores for motivation (p=.05) and metacognitive control (p = .02). Protocol analysis revealed a focus on reactions, knowledge work, and time/situation/environment concerns. Inference, analysis and interpretation were the critical thinking skills that predominated.    <p><b>Conclusions </b>The results show trends in self-regulation learning strategy use, however, research is needed for evaluating larger sample sizes in a variety of clinical areas, with interventions that improve cognitive abilities, and with measures that accurately reflect changes in cognitive abilities.en_GB
dc.subjectClinical Reasoningen_GB
dc.subjectCritical Thinkingen_GB
dc.subjectSelf-Regulationen_GB
dc.date.available2013-12-19T17:31:18Z-
dc.date.issued2013-12-19-
dc.date.accessioned2013-12-19T17:31:18Z-
dc.conference.date2013en_GB
dc.conference.name42nd Biennial Conventionen_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.locationIndianapolis, Indiana, USAen_GB
dc.description42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriotten_GB
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