الفهرس 
Purpose of the studyOnly 14 pages are availabe for public view
 |  | from | 221 |  |  |
| | | from | 221 | | |
Abstract
Metacognition is a very important skill through which nurses monitor decision uncertainty and consequently adjust and revise the decision, even in situations in which external feedback is not immediately available. Nurses who can accurately assess their knowledge base, monitor, regulate, evaluate, and implement changes to cognitive strategies are able to make right and effective decisions that meet their` working units targeted outcomes and contribute to health care organizational growth. Also, metacognitive trainingcan help nurses develop better confidence by improving decision making strategies and increasing the ability to skillfully plan and implement activities in their working units (Engeler and Gilbert, 2020).
Therefore, the purpose of this study was to examine the effect of metacognitive training program on staff nurses` decision making abilities. To achieve the purpose of this study, the following research hyposeses are proposed: Staff nurses who receive metacognitive training program have a satsfactory level of knowledge about metacognition on posttest than pretest. Staff nurses who receive metacognitive training program have a higher level of metacognitive awareness on posttest than pretest. Staff nurses who receive metacognitive training program have a higher level of decision making abilities on posttest than pretest.
Hence, a quasi-experimental (one group pretest/posttest) design was utilized to examine the effect of metacognitive training program on staff nurses` decision making abilities. The study was conducted at Beni-Suef University Hospital in Medical and Surgical departments. A simple random sample of 64 staff nurses who are working at the above mentioned setting and accepted to participate in the study were invited to be part of the study.
Data were collected using three instruments: First instrument was metacognition knowledge questionnaire that consists of two parts: Part (1): Personal data of staff nurses including age, gender, marital status, nursing educational qualification, department, years of experience in nursing and attend training courses about metacognition. Part (2): It included multiple choice questions (Total number was=20) and true or false questions ((Total number was=10) related to metacognition; its concept (2 items), importance (4 items), components (5 items), skills (3 items), strategies (13 items) and its difference with cognition (3 items).
The Second instrument was metacognitive awareness inventory. It contained 55 items divided into two major domains related to metacognition each domain divided into subscales distributed as the following: knowledge of cognition domain {declarative knowledge (8 items), procedural knowledge (4 items) and conditional knowledge (5 items)} and regulation of cognition domain {planning (8 items), information management strategies (11 items), monitoring (8 items), debugging strategies (5 items) and evaluation (6 items).
The third instrument was decision making abilities scale. It consisted of 43 items divided into six subscales: Establishing a positive decision making environment (8 items), generating potential alternatives (7 items), evaluating the alternatives (7 items), deciding (choosing the alternatives) (8 items), checking the decision (8 items) and communicating and implementing the decision (5 items).
The result of the present study revealed that: About two thirds of staff nurses had less than 30 years old. As regards their sex and marital status, the highest percent of nurses were females and married, respectively. concerning their departments, about two thirds of them were working at medical departments. Regarding their nursing educational qualification, about two thirds of them had associate degree in nursing. As for their years of experience in nursing, more than two thirds of them had less than 10 years of experience with. Finally, the majority of them didn`t attend previous training program about metacognition.
The majority of staff nurses had a satisfactory knowledge level immediately post program and at follow up compared with pre program. Also,the majority of staff nurses had a high level of metacognitive awareness immediately post program and at follow up compared with pre program. Additionally, the majority of staff nurses had a high level of decision making abilities immediately post program and at follow up compared with pre program. Finally, There were highly statistical significant correlations between staff nurses` metacognitive knowledge, awareness and decision making abilities levels throughout phases of the program.
The study recommended that: Encouraging nurses to use strategies that enhance metacognition such as planning, monitoring, reviewing after a task, asking questions, self- reflection, thinking out loud and making sure to get feedback. Encourage nurses to implement metacognitive strategies (planning, monitoring and evaluation) that improve their abilities to make effective and sound decisions. Hospital management has to support nurses when deciding and provide the resources required to implement the decision.
Nursing education institutions need to integrate metacognition concept into nursing curricula and focus on its importance in different aspect of nursing profession. Conducting continues training programs for staff nurses about metacognition and decision making skills. For further research studies; Conduct research to study factors affecting nurses` awareness regarding metacognition. Conduct research to study challenges facing nurses` involvement in decision making process.