Enhancing Metacognition: Nursing Faculty’s Perceived Usage of Interactive E-Book Technologies

Professional nurses who teach other nurses combine experiences and knowledge from clinical and conceptual components of nursing practice. Nurse educators have advanced educational preparation in teaching, learning, and assessment; and are able to blend educational activities in the teaching of professional nursing. It is essential that new nurse educators implement current methodologies and strategies to advance learning in the practice of nursing. Nurse educators direct their efforts and attention to thinking and how information is processed. Metacognition is the act of thinking about your thinking and involves active control over the cognitive processes engaged in learning. Educators are interested in learning which activities and resources will influence cognitive and metacognitive development. Metacognition requires attention to how learning occurs. How do educators influence the thinking process in choosing variables for teaching? Livingston (1997) relates that metacognition requires attention to how learning occurs and identifies that the most effective mechanism is providing the learner with “both knowledge of cognitive processes and strategies using both cognitive and metacognitive strategies and evaluating the outcomes of their efforts” (3). It is the learner who acquires cognitive and metacognitive skills but the educator influences this process. How receptive are nurse educators to include resources in electronic formats to develop cognitive and metacognitive learning processes?