The effect of metacognition and self-directed learning readiness on learning performance of nursing students in online practice classes during the COVID-19 pandemic period

Abstract

Aim: This study was a descriptive correlation investigation to determine the effects of metacognition and self-directed learning readiness on learning performance of nursing students in online practice classes during the COVID-19 pandemic.

Design and methods: In this descriptive cross-sectional study, 135 subjects were randomly selected from junior students of one university in South Korea.

Results: In this study, metacognitive knowledge in nursing students showed a positive relationship with subjective learning performance (r = 0.34, p = 0.002) and objective learning performance (r = 0.38, p = 0.016). Metacognitive control in nursing students also showed a positive relationship with subjective learning performance (r = 0.37, p = 0.001) and objective learning performance (r = 0.41, p < 0.001). Self-directed learning readiness in nursing students showed a positive relationship with subjective learning performance (r = 0.38, p = 0.011) and objective learning performance (r = 0.40, p < 0.001).

Conclusion: For effective online practical education, nursing students' internal characteristics of metacognition and self-directed learning should be identified in advance, and schools should strive to help nursing students' learning performance by developing and applying education systems or contents.