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Impact of Metacognition on Clinical Judgment and Competence in Simulation-Based Blended Learning

Impact of Metacognition on Clinical Judgment and Competence in Simulation-Based Blended Learning

Hye-kyung Oh
Copyright: © 2019 |Volume: 11 |Issue: 3 |Pages: 10
ISSN: 1941-8647|EISSN: 1941-8655|EISBN13: 9781522565260|DOI: 10.4018/IJMBL.2019070106
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MLA

Oh, Hye-kyung. "Impact of Metacognition on Clinical Judgment and Competence in Simulation-Based Blended Learning." IJMBL vol.11, no.3 2019: pp.79-88. http://doi.org/10.4018/IJMBL.2019070106

APA

Oh, H. (2019). Impact of Metacognition on Clinical Judgment and Competence in Simulation-Based Blended Learning. International Journal of Mobile and Blended Learning (IJMBL), 11(3), 79-88. http://doi.org/10.4018/IJMBL.2019070106

Chicago

Oh, Hye-kyung. "Impact of Metacognition on Clinical Judgment and Competence in Simulation-Based Blended Learning," International Journal of Mobile and Blended Learning (IJMBL) 11, no.3: 79-88. http://doi.org/10.4018/IJMBL.2019070106

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Abstract

This article used a within-subjects pre- and post-test comparison design to verify the impact of metacognition on clinical judgment and clinical competence in simulations using blended learning for nursing students. The study participants were 56 nursing students in their 4th year of college. The metacognition score of the participants for this study was not statistically significant. The differences in clinical judgment score and clinical competence scores reached statistical significance (t=-13.76, p=<0.001; t==-9.06, p=<0.001). Post-learning, the difference in clinical judgment score among 3 metacognition groups was statistically significant (F=3.76, p=0.029). The differences in clinical competence score among 3 metacognition groups pre- and post-test were statistically significant (F=3.87, p=0.027; F=6.09, p=0.004).

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