Estrategia educativa para el desarrollo de habilidades metacognitivas en estudiantes de enfermería

Abstract

This research aimed to promote the development of metacognitive skills in a group of nursing students, through an educational strategy, related to learning the role of nursing in women's health care in the sexual and reproductive stage, based on the Comprehensive Maternal Perinatal Health Care Route. The pre-experimental quantitative type study with pre-test and post-test, designed and tested the strategy on the Moodle platform (intervention), with a single group made up of 26 students from a higher education institution in Bogotá. Students before and after the intervention answered the Inventory of Metacognitive Skills (MAI) developed by Schraw and Dennison (1994) and validated by Huertas (2014), and an evaluation questionnaire according to the Evidence Based Model - MBE (Mislevy, 1994; ICFES, 2018). The results show significant differences in the development of metacognitive skills, in the subcategories of declarative knowledge, knowledge of procedures, planning and monitoring, as well as in the learning results of the professional role of the nurse on this route. Finally, it did not find a direct relationship between metacognitive skills and learning outcomes. Thus, it was concluded that the intervention demonstrated its effectiveness for the development of metacognitive skills of nursing students and the learning of the professional role.