Metacognition: State-of-the-Art Learning Theory Implications for Clinical Nursing Education
作者:
Janice Beitz,
期刊:
Holistic Nursing Practice
(OVID Available online 1996)
卷期:
Volume 10,
issue 3
页码: 23-32
ISSN:0887-9311
年代: 1996
出版商: OVID
关键词: clinical nursing education;instructional strategies;memory theory;metacognition
数据来源: OVID
摘要:
Clinical nursing education represents one of the most challenging aspects of the faculty role because nursing educators are being required to teach crucial aspects of comprehensive clinical practice to students in limited time periods and in increasingly demanding, high-acuity affiliation sites. State-of-the-art research in metacognition provides a stimulating array of instructional strategies that can assist in this process and provide an impetus for further cognitive inquiry in nursing. The article analyzes metacognition, explores its historical roots, delineates its relationship to memory theory, and describes a range of metacognitive strategies that are useful to faculty and students in nursing.
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