Promotion of self-regulated learning through internalization of critical thinking, assessment and reflection to empower learning (iCARE): A quasi-experimental study.
Self-Regulated Learning (SRL) is key in developing healthcare professionals and lifelong learner. iCARE (internalization of Critical thinking, Assessment, Reflection to Empower learning) model was designed to enhance nursing students' SRL. This study investigated the effects of iCARE on nursing stud...
| Publicado en: | Nurse Education Today Vol. 142 |
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| Autores principales: | , , , , , , , |
| Formato: | clinical trial research Journal Article |
| Publicado: |
Elsevier B.V.
Nov2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=180154873&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 180154873 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02606917 8IS jtl: Nurse Education Today issn: 02606917 maglogo: N pubinfo: dt: Nov2024 vid: 142 pid: 467 pub: Elsevier B.V. place: New York, New York artinfo: ui: 180154873 180154873 180154873 10.1016/j.nedt.2024.106339 180154873 ppct: 1 formats: tig: atl: Promotion of self-regulated learning through internalization of critical thinking, assessment and reflection to empower learning (iCARE): A quasi-experimental study. aug: au: Zeng, Wenying Goh, Ying Xiang Ponnamperuma, Gominda Liaw, Sok Ying Lim, Choon Chai D/O Paramasivam, Jayarani Chia, Shaw Yang de Bruin, Anique affil: Nursing Department, National Heart Centre Singapore, 5 Hospital Drive, 169609, Singapore sug: subj: Students, Nursing Education, Nursing Reflection Nursing Practice Self-Directed Learning Self-Efficacy Nursing Skills Models, Educational Human Descriptive Statistics Data Analysis Software Chi Square Test T-Tests Quasi-Experimental Studies Exploratory Research Clinical Trials Conceptual Framework Male Female Adult Adult: 19-44 years Male Female ab: Self-Regulated Learning (SRL) is key in developing healthcare professionals and lifelong learner. iCARE (internalization of Critical thinking, Assessment, Reflection to Empower learning) model was designed to enhance nursing students' SRL. This study investigated the effects of iCARE on nursing students' reflective practice, SRL, self-efficacy and skill performance as compared to conventional group reflection. A quasi-experimental exploratory study was employed on 49 final-year nursing students in a tertiary acute hospital. The iCARE group (n = 24) received guided daily reflective journal with weekly feedback while the group reflection group (n = 25) received group reflection. Both were facilitated by clinical instructors. Participants' SRL score, self-efficacy level and skill performance were measured pre- and post- training. End of posting reflective journal between group was compared. Their experience and perception on both facilitation methods were obtained using questionnaires. Quantitative data were summarised and analysed using Chi-Square test and t -test. Theme coding and content analysis were used to analyse the qualitative responses. Compared to group reflection group, the iCARE group reported a statistically significant improvement in SRL score, reflective practice, skill performance and self-efficacy in skill performance after a four-week clinical posting. Participants from both groups perceived that reflection helped them learn from peers and experience, enhanced their performance and motivated them to learn. Three unique themes emerged only from the iCARE group: iCARE helped to developed SRL; application of assessment, planning, implementation and evaluation (APIE) improved clinical reasoning; iCARE improved the use of feedback. The findings demonstrated the effect of the iCARE model in enhancing the development of nursing students' reflective practice, SRL and clinical learning outcomes. The design of iCARE model that embeds SRL instructions, APIE framework and SRL focused feedback can promote cognitive and metacognitive development as well as skill performance. • Clinical instructors play an integral role in co-regulating nursing students' self-regulated learning in clinical settings. • The iCARE can be a useful instructional tool for clinical instructors to optimise learning environments for students. • iCARE integrates problem-solving and self-regulated learning into daily reflective prompts and feedback. • Through guided practice, iCARE develops students' metacognition, critical thinking and self-regulated learning. • Students demonstrate better clinical performance and achieve better learning outcomes with iCARE. pubtype: Academic Journal doctype: clinical trial research Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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