REFLECTIVE AND METACOGNITIVE STRATEGIES FOR THE SUCCESS OF NURSING STUDENTS

Auteurs

DOI :

https://doi.org/10.34874/PRSM.ijsdee-vol1iss2.1900

Mots-clés :

Learning strategies, reflective, metacognitive, nursing student, success

Résumé

Nursing students must acquire the necessary skills to become autonomous, reflective practitioners capable of handling various situations encountered throughout their careers. Learning strategies play a crucial role in the success of this learning process. Therefore, it is essential to develop these strategies in nursing students to improve their performance and outcomes.

This study aims to investigate the reflective and metacognitive learning strategies used by undergraduate nursing students studying at the Institute of Health Professions Training (HINHT) in Fez and evaluate the correlation between these strategies and academic success among these students. This quantitative cross-sectional study involved a sample of 162 students from different programs and options within the HINHT. Data were collected using a questionnaire administered via the Google Forms platform, and the obtained results were analyzed using SPSS software. The main findings confirm that the majority of participating students adopt metacognitive and reflective strategies in their learning, and they report using these strategies quite frequently. The study also sheds light on the various reflective tools and metacognitive methods used by the students. The novelty of this study lies in its confirmation of the impact of these strategies on the success of nursing students. Furthermore, it identifies certain obstacles that can hinder the development of these strategies with the aim of mitigating them to enhance the academic success of nursing students and ensure the professionalization of nursing education.

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Publiée

02-10-2024

Comment citer

El Atmani, Z., MILOUK , F. Z., MADRANE, M., EL ATMANI , S., Mramel, M., & Hmidani, M. (2024). REFLECTIVE AND METACOGNITIVE STRATEGIES FOR THE SUCCESS OF NURSING STUDENTS. The International Journal of Science Didactics and Educational Engineering, 1(2). https://doi.org/10.34874/PRSM.ijsdee-vol1iss2.1900