THE EFFECT OF LEARNING THROUGH REFLECTIVE THINKING ON METACOGNITION OF NURSING STUDENTS IN THE DELIVERY ROOM
Keywords:
learning through reflective thinking, metacognition, nursing studentsAbstract
This quasi-experimental research aimed to examine the effect of learning through reflective thinking on the metacognition of nursing students in the delivery room. The Gibbs' reflective cycle was used as a conceptual framework. The sample included 59 fourth- year nursing students of the 2019 academic year in the Kuakarun Faculty of Nursing, Navamindradhiraj University. The samples practicing in the delivery room of Charoenkrungppracharak Hospital, were divided into two groups. The experimental group of 30 students received the learning through reflective thinking while the control group of 29 students received usual learning. The research instruments were the learning through reflective thinking with content validity ranging from .6 to 1.0. The metacognition scale by using computer multimedia had construct validity after validating with the goodness of fitted model (Chi-square=7.724, df=8, p=.461, GFI=.996, AGFI=.989, RMSEA=.000). The Cronbach’s alpha coefficient was at .71. Data were analyzed by using descriptive statistics, dependent t-test, and independent statistics.
The results revealed that the mean score of metacognition in the experimental group after receiving learning through reflective thinking was significantly higher than before receiving learning through reflective thinking (p<.05). The mean score of metacognition of the experimental group received learning through reflective thinking was significantly higher than the control group receiving usual learning (p<.05).
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