The Effect of Prompted Self-regulated Learning Strategies in a Clinical Nursing Preceptorship
Review TypeNone: Degree-based Submission
Repository Posting Date2019-09-13T19:53:17Z
Author DetailsRuthAnne Kuiper, PhD, RN
Lead Author Sigma AffliationNon-member
Level of EvidenceQuasi-Experimental Study, Other
Research ApproachQualitative Research
CINAHL HeadingsEducation, Nursing; Learning Environment, Clinical; Preceptorship; Self Directed Learning
The transition of new graduates into the workplace is a concern of nursing practice and education and the development of metacognitive critical thinking skills would facilitate this transition. Aims of this study were to: (a) describe the extent that self-regulated learning strategies could be prompted during precepted clinical experiences of associate and baccalaureate degree new graduate nurses, (b) determine if self-regulated learning strategies could be increased over time, and (c) evaluate differences in self-regulated strategy use among subsets of nurses. A comparative descriptive design was used to examine data written in journals during a 110-midweek preceptorship program. The sample consisted of 15 new graduate nurses employed on hospital based units in the southeastern United States. Metacognitive, behavioral and environmental strategies adapted from the Self-regulation Learning Model (Schunk & Zimmerman, 1994) were used as a stimulus for reflective journaling. The new graduate nurses responded to self-regulated learning prompts for 8 weeks and generated 99 separate journals, Verbal protocol analysis revealed the top 5 concerns for the participants to be a (a) focus on the self, (b) knowledge issues, (c) other persons, (d) clinical circumstances, and (e) activities. Both the BSN and ADN graduate had an increased use of thinking strategies and a decrease use of time referents. The ADN graduate showed a greater change for both referents. Most participants verbalized in the present tense and made lower-level cognitive statements. Self-observation was the most common strategy used for both groups. The BSN graduate used less behavioral strategies but more metacognitive strategies than the ADN graduate. The data suggests the ADN graduates had greater cognitive gains to make to achieve some level of proficiency in clinical reasoning. The data also suggests that the BSN graduate had more experience with metacognitive thinking strategies. New graduate nurses have unique circumstances to overcome and achieving self-regulatory competence would enable them to make a smoother transition into the workplace. Self-regulated learning strategies could become an internal support or scaffold for thinking until expertise is gained.
DescriptionThis dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 9928324; ProQuest document ID: 304535496. The author still retains copyright.
Degree GrantorUniversity of South Carolina
NotesThis item has not gone through this repository's peer-review process, but has been accepted by the indicated university or college in partial fulfillment of the requirements for the specified degree.
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