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Darlene Daneker - One of the best experts on this subject based on the ideXlab platform.
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promoting clinical reasoning in undergraduate nursing students application and evaluation of the outcome present state test opt model of clinical reasoning
International Journal of Nursing Education Scholarship, 2005Co-Authors: Donald D Kautz, Ruthanne Kuiper, Daniel J Pesut, Phyllis Knightbrown, Darlene DanekerAbstract:Promoting clinical reasoning in undergraduate nursing students through application of the Outcome Present State Test (OPT) Model of Clinical Reasoning, is a challenge that can be successfully managed through effective teaching-learning strategies. Empirical evidence to support teaching strategies that foster both cognitive and Metacognitive Skill acquisition is limited. The purpose of this research was to evaluate the development of clinical reasoning Skills among nursing students through the application and evaluation of teaching-learning strategies associated with self-regulated learning and the OPT model (Pesut & Herman, 1998; 1999; Pesut, 2004). The model and self-regulated learning prompts were used to structure learning with junior level baccalaureate nursing students during a ten-week, medical-surgical clinical experience in acute care telemetry units. Data analysis revealed students effectively made gains in learning associated with the OPT model. Qualitative analysis of self-regulated learning prompt journal data revealed students made significant gains in self-observation, self-judgment, knowledge work and use of health care personnel resources during clinical experiences. Results indicated the intentional use of guided reflection coupled with structure and learning tools of the OPT model significantly enhanced clinical reasoning Skill acquisition, and provided evidence for the effectiveness of structured teaching learning strategies.
Daniel J Pesut - One of the best experts on this subject based on the ideXlab platform.
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promoting clinical reasoning in undergraduate nursing students application and evaluation of the outcome present state test opt model of clinical reasoning
International Journal of Nursing Education Scholarship, 2005Co-Authors: Donald D Kautz, Ruthanne Kuiper, Daniel J Pesut, Phyllis Knightbrown, Darlene DanekerAbstract:Promoting clinical reasoning in undergraduate nursing students through application of the Outcome Present State Test (OPT) Model of Clinical Reasoning, is a challenge that can be successfully managed through effective teaching-learning strategies. Empirical evidence to support teaching strategies that foster both cognitive and Metacognitive Skill acquisition is limited. The purpose of this research was to evaluate the development of clinical reasoning Skills among nursing students through the application and evaluation of teaching-learning strategies associated with self-regulated learning and the OPT model (Pesut & Herman, 1998; 1999; Pesut, 2004). The model and self-regulated learning prompts were used to structure learning with junior level baccalaureate nursing students during a ten-week, medical-surgical clinical experience in acute care telemetry units. Data analysis revealed students effectively made gains in learning associated with the OPT model. Qualitative analysis of self-regulated learning prompt journal data revealed students made significant gains in self-observation, self-judgment, knowledge work and use of health care personnel resources during clinical experiences. Results indicated the intentional use of guided reflection coupled with structure and learning tools of the OPT model significantly enhanced clinical reasoning Skill acquisition, and provided evidence for the effectiveness of structured teaching learning strategies.
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promoting cognitive and Metacognitive reflective reasoning Skills in nursing practice self regulated learning theory
Journal of Advanced Nursing, 2004Co-Authors: Ruthanne Kuiper, Daniel J PesutAbstract:Background. Effective clinical reasoning in nursing practice depends on the development of both cognitive and Metacognitive Skills. While a number of strategies have been implemented and tested to promote these Skills, educators have not been able consistently to predict their development. Self-regulated learning theory suggests that this development requires concurrent attention to both the cognitive and Metacognitive dimensions of reasoning in nursing care contexts. Aims. This paper reports on a study to explore the impact of self-regulated learning theory on reflective practice in nursing, and to advance the idea that both cognitive and Metacognitive Skills support the development of clinical reasoning Skills. Methods. Integrative review of published literature in social science, educational psychology, nursing education, and professional education using the Cumulative Index to Nursing and Allied Health (CINAHL), Educational Resource Information Center (ERIC), and American Psychological Association (PsychInfo) Databases. The search included all English language articles with the key words clinical reasoning, cognition, critical thinking, metacognition, reflection, reflective practice, self-regulation and thinking. Findings. Reflective clinical reasoning in nursing practice depends on the development of both cognitive and Metacognitive Skill acquisition. This Skill acquisition is best accomplished through teaching–learning attention to self-regulation learning theory. A critical analysis of the literature in the areas of critical thinking and reflective practice are described as a background for contemporary work with self-regulated learning theory. It is apparent that single-minded attention to critical thinking, without attention to the influence of metacognition or reflection, is but one perspective on clinical reasoning development. Likewise, single-minded attention to metacognition or reflection, without attention to the influence of critical thinking, is another perspective on clinical reasoning development. While strategies to facilitate critical thinking and reflective practice have been used in isolation from each other, there is evidence to suggest that they are inextricably linked and come together with the use of self-regulated learning prompts. Conclusions. Students and practising nurses are able to improve their cognitive and Metacognitive Skills in clinical contexts by using self-regulated learning strategies. The self-regulated learning model in nursing is offered to support teaching and learning of reflective clinical reasoning in nursing practice contexts.
Ruthanne Kuiper - One of the best experts on this subject based on the ideXlab platform.
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promoting clinical reasoning in undergraduate nursing students application and evaluation of the outcome present state test opt model of clinical reasoning
International Journal of Nursing Education Scholarship, 2005Co-Authors: Donald D Kautz, Ruthanne Kuiper, Daniel J Pesut, Phyllis Knightbrown, Darlene DanekerAbstract:Promoting clinical reasoning in undergraduate nursing students through application of the Outcome Present State Test (OPT) Model of Clinical Reasoning, is a challenge that can be successfully managed through effective teaching-learning strategies. Empirical evidence to support teaching strategies that foster both cognitive and Metacognitive Skill acquisition is limited. The purpose of this research was to evaluate the development of clinical reasoning Skills among nursing students through the application and evaluation of teaching-learning strategies associated with self-regulated learning and the OPT model (Pesut & Herman, 1998; 1999; Pesut, 2004). The model and self-regulated learning prompts were used to structure learning with junior level baccalaureate nursing students during a ten-week, medical-surgical clinical experience in acute care telemetry units. Data analysis revealed students effectively made gains in learning associated with the OPT model. Qualitative analysis of self-regulated learning prompt journal data revealed students made significant gains in self-observation, self-judgment, knowledge work and use of health care personnel resources during clinical experiences. Results indicated the intentional use of guided reflection coupled with structure and learning tools of the OPT model significantly enhanced clinical reasoning Skill acquisition, and provided evidence for the effectiveness of structured teaching learning strategies.
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promoting cognitive and Metacognitive reflective reasoning Skills in nursing practice self regulated learning theory
Journal of Advanced Nursing, 2004Co-Authors: Ruthanne Kuiper, Daniel J PesutAbstract:Background. Effective clinical reasoning in nursing practice depends on the development of both cognitive and Metacognitive Skills. While a number of strategies have been implemented and tested to promote these Skills, educators have not been able consistently to predict their development. Self-regulated learning theory suggests that this development requires concurrent attention to both the cognitive and Metacognitive dimensions of reasoning in nursing care contexts. Aims. This paper reports on a study to explore the impact of self-regulated learning theory on reflective practice in nursing, and to advance the idea that both cognitive and Metacognitive Skills support the development of clinical reasoning Skills. Methods. Integrative review of published literature in social science, educational psychology, nursing education, and professional education using the Cumulative Index to Nursing and Allied Health (CINAHL), Educational Resource Information Center (ERIC), and American Psychological Association (PsychInfo) Databases. The search included all English language articles with the key words clinical reasoning, cognition, critical thinking, metacognition, reflection, reflective practice, self-regulation and thinking. Findings. Reflective clinical reasoning in nursing practice depends on the development of both cognitive and Metacognitive Skill acquisition. This Skill acquisition is best accomplished through teaching–learning attention to self-regulation learning theory. A critical analysis of the literature in the areas of critical thinking and reflective practice are described as a background for contemporary work with self-regulated learning theory. It is apparent that single-minded attention to critical thinking, without attention to the influence of metacognition or reflection, is but one perspective on clinical reasoning development. Likewise, single-minded attention to metacognition or reflection, without attention to the influence of critical thinking, is another perspective on clinical reasoning development. While strategies to facilitate critical thinking and reflective practice have been used in isolation from each other, there is evidence to suggest that they are inextricably linked and come together with the use of self-regulated learning prompts. Conclusions. Students and practising nurses are able to improve their cognitive and Metacognitive Skills in clinical contexts by using self-regulated learning strategies. The self-regulated learning model in nursing is offered to support teaching and learning of reflective clinical reasoning in nursing practice contexts.
Chiyue Chiu - One of the best experts on this subject based on the ideXlab platform.
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to know or not to know is that the question exploring the role and assessment of metacognition in cross cultural contexts
Journal of Cross-Cultural Psychology, 2013Co-Authors: Jennifer Klafehn, Chiyue ChiuAbstract:Findings from research in educational and cognitive psychology have shown that metacognition, defined as the awareness, monitoring, and evaluation of one’s knowledge and cognitive processes, exerts substantial influence on individual performance. The majority of this research, however, has only examined Metacognitive Skill as it applies to academic settings, and has largely overlooked its applications to other contexts, such as cross-cultural performance. To better understand the role of metacognition in cross-cultural contexts, as well as the means by which it should be assessed, two studies were conducted that jointly explored the construct validity of a well-established self-reported measure of metacognition (i.e., the Metacognitive subscale of the Cultural Intelligence Scale; CQS), as well as its relative utility in predicting cross-cultural performance. Results from Study 1 indicated that self-reported metacognition (as measured by the CQS) is distinct from personality, but highly correlated with the...
Donald D Kautz - One of the best experts on this subject based on the ideXlab platform.
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promoting clinical reasoning in undergraduate nursing students application and evaluation of the outcome present state test opt model of clinical reasoning
International Journal of Nursing Education Scholarship, 2005Co-Authors: Donald D Kautz, Ruthanne Kuiper, Daniel J Pesut, Phyllis Knightbrown, Darlene DanekerAbstract:Promoting clinical reasoning in undergraduate nursing students through application of the Outcome Present State Test (OPT) Model of Clinical Reasoning, is a challenge that can be successfully managed through effective teaching-learning strategies. Empirical evidence to support teaching strategies that foster both cognitive and Metacognitive Skill acquisition is limited. The purpose of this research was to evaluate the development of clinical reasoning Skills among nursing students through the application and evaluation of teaching-learning strategies associated with self-regulated learning and the OPT model (Pesut & Herman, 1998; 1999; Pesut, 2004). The model and self-regulated learning prompts were used to structure learning with junior level baccalaureate nursing students during a ten-week, medical-surgical clinical experience in acute care telemetry units. Data analysis revealed students effectively made gains in learning associated with the OPT model. Qualitative analysis of self-regulated learning prompt journal data revealed students made significant gains in self-observation, self-judgment, knowledge work and use of health care personnel resources during clinical experiences. Results indicated the intentional use of guided reflection coupled with structure and learning tools of the OPT model significantly enhanced clinical reasoning Skill acquisition, and provided evidence for the effectiveness of structured teaching learning strategies.