Construction and practice of a teaching model for Geriatric Nursing based on metacognitive strategy
10.3760/cma.j.cn116021-20240311-02096
- VernacularTitle:基于元认知的《老年护理学》教学模式的构建及实践研究
- Author:
Xinyi LI
1
;
Qi ZHANG
1
;
Jing CHEN
1
;
Mingfang LI
1
;
Jun YAN
1
Author Information
1. 中山大学护理学院《老年护理学》教研室，广州 510089
- Publication Type:Journal Article
- Keywords:
Metacognition;
Geriatric nursing;
Nursing education;
Teaching reform
- From:
Chinese Journal of Medical Education Research
2025;24(8):1123-1128
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To construct a teaching model for Geriatric Nursing based on metacognitive strategy and to test its effectiveness in teaching undergraduate nursing students.Methods:A quasi-experimental research design was adopted. The intervention group consisted of 49 undergraduate nursing students enrolled in 2019 at Sun Yat-sen University, while the control group was made up of 49 undergraduate nursing students enrolled in 2018. The same teaching staff were assigned to both groups. Geriatric Nursing was taught in the intervention group using a teaching model based on metacognition from April to June 2022, while the control group was taught using the traditional teaching model from April to June 2021. Student satisfaction and teaching effectiveness in the intervention group were assessed using a self-designed teaching evaluation questionnaire. SPSS 25.0 software was used for two-sample t test. Results:The intervention and control groups showed individual assignment scores of (85.33±5.96) and (82.36±7.25) and total scores of (84.44±4.31) and (82.61±5.05), respectively. The individual assignment score of the intervention group was significantly higher than that of the control group, while there was no significant difference in the total score. In terms of satisfaction, over 90% of the students in the intervention group expressed satisfaction with the teaching model. The item with the highest proportion of students rating it as "very good" was "being required to submit a plan for completing individual assignments in advance" ( n=32, 76.19%). In terms of teaching effectiveness, all students recognized the teaching effectiveness of this course. Conclusions:It is necessary to adopt the teaching model based on metacognitive strategies in teaching Geriatric Nursing for undergraduates, which can significantly promote their individual assignment performance as well as the evaluation of teaching strategies and teaching effectiveness.
