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首页> 外文期刊>Journal of advanced nursing >Promoting cognitive and metacognitive reflective reasoning skills in nursing practice: self-regulated learning theory.
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Promoting cognitive and metacognitive reflective reasoning skills in nursing practice: self-regulated learning theory.

机译：在护理实践中提高认知和元认知反射推理能力：自我调节的学习理论。

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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.
机译：背景：护理实践中有效的临床推理取决于认知和元认知技能的发展。尽管已实施并测试了许多策略来促进这些技能，但教育工作者仍无法始终如一地预测其发展。自我调节的学习理论表明，这种发展需要同时关注护理环境中推理的认知和元认知维度。目的：本文报道了一项研究，探讨自我调节学习理论对反思性护理实践的影响，并提出认知和元认知技能都支持临床推理技能发展的观点。方法：使用护理和相关健康累积指数（CINAHL），教育资源信息中心（ERIC）和美国心理学会（PsychInfo）数据库对社会科学，教育心理学，护理教育和专业教育中的已发表文献进行综合审查。搜索包括所有英语文章，关键词为临床推理，认知，批判性思维，元认知，反思，反思性实践，自我调节和思考。结果：护理实践中的反思性临床推理取决于认知和元认知技能习得的发展。通过对自律学习理论的教学学习注意力可以最好地完成这项技能的学习。批判性思维和反思性实践领域对文学的批判性分析被描述为采用自我调节学习理论进行当代工作的背景。显然，一心一意地关注批判性思维，而不关注元认知或反思的影响，只是对临床推理发展的一种看法。同样，一心一意地关注元认知或反思，而不关注批判性思维的影响，是临床推理发展的另一种观点。虽然促进批判性思维和反思性实践的策略彼此隔离使用，但有证据表明，这些策略有着千丝万缕的联系，并与自我调节的学习提示结合在一起。结论：学生和执业护士能够通过使用自我调节的学习策略来提高他们在临床环境中的认知和元认知能力。提供护理方面的自我调节学习模型，以支持在护理实践环境中进行反思性临床推理的教学。

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