Metacognition in an educational game guided by the nursing process on electrolyte disorders
Metacognición en un juego educativo guiado por procesos de enfermería sobre trastornos electrolíticos
Metacognição em um jogo educativo orientado pelo processo de enfermagem sobre distúrbios eletrolíticos
Mauricio Abreu Pinto Peixoto; Marcos Antônio Gomes Brandão; Débora Lucy Santos Saraiva; Jaqueline da Silva Soares Souto; César Silva Xavier; Luciana Rocha dos Santos
Abstract
Objectives: To describe the metacognitive events contained in nursing students’ reports after participating in an educational game and identify the metacognitive operations present in nursing students’ reports after their participation.
Method: This was a qualitative study to understand the events and metacognitive processes of twenty-six students who were engaged in solving a case of electrolyte disturbances and guided by the nursing process. Data were collected by semi-structured interviews, and content analysis was performed with theoretical categories of metacognition for deductive and classificatory procedures.
Results: Fifteen process and control characteristics were identified during the game, with metacognitive operations from metacognitive events present in the participants’ speeches. The phases of anticipation, performance control, and reflective self-regulation were used to classify the fifteen emergent characteristics of the task.
Conclusion: Participation in an educational game oriented towards learning the nursing process can evidence descriptions of metacognitive events, clarifying mental processes.
Implications for practice: Knowing the characteristics of a more common metacognitive path can facilitate the teacher's role as a mediator and facilitator of learning in specific aspects.
Keywords
Resumen
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Resumo
Objetivos: Descrever os eventos metacognitivos contidos nos relatos de alunos de enfermagem após participação em jogo educativo e identificar as operações metacognitivas presentes nos relatos de alunos de enfermagem após participação no jogo educativo.
Método: Estudo qualitativo para a compreensão de eventos e processos metacognitivos de vinte e seis estudantes engajados na solução de um caso de distúrbios eletrolíticos, orientados pelo processo de enfermagem. Dados coletados por entrevista semiestruturada. Análise de conteúdo com categorias teóricas da metacognição para procedimentos dedutivos e classificatórios.
Resultados: Foram identificadas quinze características do processo e do controle durante o jogo, com operações metacognitivas a partir de eventos metacognitivos presentes nas falas dos participantes do jogo. As fases de antecipação, de controle da performance e de autorregulação reflexiva foram utilizadas para classificar as quinze características emergentes da tarefa.
Conclusão: A participação em um jogo educacional orientado à aprendizagem do processo de enfermagem pode evidenciar descrições de eventos metacognitivos, clarificando processos mentais.
Implicações para a prática: Conhecer as características de um trajeto metacognitivo mais comum pode facilitar a atuação do professor como mediador e facilitador da aprendizagem em aspectos específicos.
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References
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Submitted date:
09/13/2021
Accepted date:
01/12/2022
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