Introduction

1. Self-Regulation and Nursing Education: Self-Regulated Learning Strategies and Nursing Student Experiences a Mixed Methods StudyC.Pizzotti MSN RN

2. Introduction Ability & Motivation Self-efficacy Bandura’s Social Cognitive(SCT) emphasis on self-efficacy. Zimmerman’s Model of Self-Regulated learning (SRL) emphasizes feedback. Both Bandura & Zimmerman emphasized that SRL behaviors can be taught

3. Problems • Lack of research on teaching strategies that promote Self-Regulated learning in the traditional nursing classroom.(Gill, Andersen, Hilsmann, 2019, Breytenbach, C., Ten Ham-Baloyi, Jordan, P.J. 2017; Gill, Andersen & Hilsmann,N.,2019). • Students tend not have adequate knowledge of how to implement SRL strategies and they may also lack the desire to be responsible for SRL strategies(Kuiper & Pesut, 2004). • U.S. Nursing student retention > 50% (Kubec, C., 2017 Harris, Rosenberg, Grace & O’Rourke, 2014). • Transition from new graduate to work-graduates not prepared for fast-paced health care environment (Meyer & Shatto,2018) • Nursing shortage 1 million by 2022 (National League of Nursing, 2014)

4. Purposes & Significance Purposes of this study: To contribute to nursing education pedagogies in the traditional classroom setting by exploring teaching strategies that will influence positive changes in student’s onus for learning. To gain a better understanding of the experiences of nursing students of how metacognitive awareness of SRL activities (motivational & learning strategies) functions as an influence effective utilization of SRL behaviors. Significance & Why this topic merits investigation: The proposed research may have future implications on promoting nursing academic performance, nursing student retention, new graduate transition & addressing the nursing shortage.

5. Theoretical & Conceptual Frameworks Banduras Social Cognitive Theory • Self Regulation- Goal setting “taking onus” • Self efficacy-Providing immediate feedback • Reciprocal Determinism- Positive Environmental Factors (social) and Personal Factors (cognitive) determine student behaviors. (Bandura, A.,1977,1986,1991,2001) Zimmerman’s Model of Self-Regulated Learning Feedback (intrinsic & extrinsic) (Zimmerman, B.J.,1991) • Forethought Phase • Performance Phase • Self-Reflection Phase

6. Bringing it all Together: Bandura’s Social Cognitive Theory and Zimmerman’s SRL Model Bandura’s Social Cognitive Theory – Ultimate Goal is to positively effect reciprocal determinism. This will set up optimal student self regulatory behaviors for learning. Self-efficacy Motivational Impact of Value, Expectancy & Affective Components Learning Strategies to optimize Promotion of Self Regulatory Behaviors SR Learning Strategies Cognitive and Metacognitive Resource Management • Zimmerman’s • Self-Regulated Learning Model • Forethought • Performance • Self-reflection

7. Research Questions • Quantitative: • Hypothesis H1: Application of SRL learning activities in the classroom aimed at metacognitive of SRL will significantly increase SRL behaviors in nursing students (significant increase in MSLQ scores from pre to post) • Hypothesis Ho: Application of SRL learning activities in the classroom will not demonstrate a significant change in SRL behaviors in nursing students. (significant increase in MSLQ scores from pre to post) • Qualitative: A broad overview of questions were developed from themes in Zimmerman’s SRL model, focus groups and intervention data collection. The focus group open ended questions will fall into these categories • How did participation in SRL activities impact your overall learning experience in this class. • How did each SRL activity impact your overall learning experience in the course?(experiences with forethought, performance & self-reflection activities)

8. Literature Review • Most studies on self-regulation focus on self-efficacy & debriefing. • The ability of a student to enact and adapt their Self-Regulated Learning (SRL) strategies has a major impact on a student’s academic success and success in the workplace after graduation (Zimmerman, 2013; Suefert & Mueller, 2018; Sibald, De Bruin and Van Merrienboer, 2013). • Nursing students may lack even basic understanding of SRL and experience difficulties enacting and adapting SRL strategies (Kuiper & Pesut, 2004). • There is a lack of research to support learning activities that addresses ways to promote self-regulated learning in the nursing classroom (Gill, Andersen, Hilsmann, 2019, Breytenbach, C., Ten Ham-Baloyi, Jordan, P.J. 2017).

9. Literature Review • Li & Zheng (2018) where able to show that a student’s attitudes towards a course depended on the intrinsic values of self-regulated learning and intrinsic utility reported by students. • In a 2005 study August-Brady, examined concept maps, a self-reflective metacognitive learning strategy, to look at differences in SRL behaviors. The students who preferred using concepts maps showed increased flexibility in adaptive control beliefs. • Mullen (2006) used the MSLQ to assess self-regulation in baccalaureate nursing students in an accelerated program. The SCT of SRL was supported when both groups showed prevalence in the cognitive and resource management sub-groups of SRL

10. Intervention • Learning Activity Intervention • Forethought activity • Prior to class: Done at the beginning of each module in journal. Student’s will be asked to identify intrinsic goals and self-beliefs that will assist in pursuing short term goals. Online journal activity (Individual activity) • Performance Activity- identify “The most important things I learned today” and (Individual and group activity) • Individual activity in class- Fill in concept map on key concepts • Classroom activity (group): Share individual maps and present group concept map • Reflective activity- Metacognitive self-reflection after test review. • After “test review” students reflect on what they did “right” or “wrong” to prepare for the test. What they would do differently? Video journal activity (Individual activity)

12. Methods • Design – Mixed Methods Explanatory Design • The quantitative phase will utilize a pre and post experimental design that is followed by qualitative phase. The sequential explanatory design will be employed so that qualitative results are used to better explain quantitative results. This also requires the integration of data during the interpretive phase (Creswell & Creswell, 2018)

13. Participants Control Group Spring: NUR 113 Fall 2020 Experimental Group: NUR 113 Summer 2020 Similarities a priori of nursing students G-Power Analysis: with estimates a moderate f effect of .25, alpha of .05, desired power of .80, and 2 groups in the independent variable, this proposed study would need a total sample size of 128 students (or 64 in each group). Selection Criteria & Recruitment: A priori selection criteria second semester nursing student. Recruitment through e-mail and class announcement.

15. Variables & Measurement Tools The independent variables: • receiving the intervention • not receiving the intervention • The dependent variables: • means of the total points for questions in each subgroup of the MSLQ. (16 subgroup measures) Motivated Strategies for Learning Learning Questionnaire (MSLQ) Internal consistency measures with alpha coefficients of the motivational section of the MSLQ ranged from .90 to .62 indicating good internal consistency. Alpha coefficients for the learning strategies section ranged from .52 to .80 indicating good internal consistency (Pintrich, P.R., Smith, D.A.F., García, T., & McKeachie, W.J. 1991).

16. Mixed Methods Approach • Quantitative: • The pre and post intervention one-way ANOVA • Levine’s F test • Tukey Kramer post hoc analysis • Qualitative: Colaizzi Method ( Wirihana, et al 2018). Qualitative Data will be extracted from: 1. Written and recorded student products of proposed learning activities. (Treatment group) 2. Focus Groups- Field Notes, audio recordings of focus group. (Intervention & Treatment group)

17. Protection Against Bias Quantitative: • Design bias • Measurement bias • Inclusion bias (Smith & Noble, H. 2014) Qualitative: • Measurement bias • Confounding bias • Analysis bias (Marshall & Rossman, 2016).

18. References American Nurses Association (2014). Nursingworld.org, https://www.nursingworld.org/practice-policy/workforce/ August-Brady MM. (2005). The effect of a metacognitive intervention on approach to and self- regulation of learning in baccalaureate nursing students. Journal of Nursing Education, 44(7), 297–304. Retrieved from https://search-ebscohost- com.libdata.lib.ua.edu/login.aspx?direct=true&db=rzh&AN=106505482&site=ehost-live Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory.Englewood Cliffs, NJ: Prentice-Hall. Bandura, A. (1977) Self-efficacy: toward a unified theory of behavioral change. Psychology Review. 84, 191-215. Doi: 10.1037/0033-295X.84.2.191 Bandura, A., (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50, 248-287. http://www.uky.edu/~eushe2/BanduraPubs/Bandura1991OBHDP.pdf Breytenbach, C., Ten Ham-Baloyi, Jordan, P.J. (2017) An Integrative Literature Review of Evidence-Based Teaching Strategies for Nurse Educators. Nursing Education Perspectives. 38(4), 193-197. doi: 10.1097/01.NEP.0000000000000181. Gill,M., Andersen,E., Hilsmann,N., (2019) Best practices for teaching pharmacology to undergraduate nursing students: A systematic review of the literature, Nurse Education Today,74,15-24, https://doi.org/10.1016/j.nedt.2018.11.017. Harris, R. C., Rosenberg, L., & Grace O’Rourke, M. E. (2014). Addressing the Challenges of Nursing Student Attrition. Journal of Nursing Education, 53(1), 31–37. https://doi- org.libdata.lib.ua.edu/10.3928/01484834-20131218-03 Kubec, C. (2017). Reducing Nursing Student Attrition: The Search for Effective Strategies. Community College Enterprise, 23(1), 60-68. Kuiper, R.A., Pesut, D.J. (2004) Promoting cognitive and metacognitive reflective reasoning skills in nursing practice. Journal of Advanced Nursing. 45(4). 381-391.doi:10.1046/j.1365-2648.2003. 02921.x

19. References Li, S., Zheng, J., (2018) The relation between self-efficacy and self-regulated learning in one-one computing environment: The mediated role of task values. Asian-Pacific Edu Res. 27(6) https://doi.org/10.1007/s40299-018-0405-2 Lomax, R.G., Hahs-Vaughn, D.L., (2012) An Introduction to Statistical Concepts, 3rd ed. New York, N.Y.: Routledge Marshall, C., & Rossman, G.B., (2016). Designing Qualitative . Research, 6th ed. Thousand Oaks, CA: Sage Publishing Meyer, G., Shatto,B., (2018) Resilience and transition to practice in Direct Entry nursing graduates,Nurse Education in Practice,Volume 28, 276-279, https://doi.org/10.1016/j.nepr.2017.10.008. Mullen P.A. (2007). Use of self-regulating learning strategies by students in the second and third trimesters of an accelerated second-degree baccalaureate nursing program. Journal of Nursing Education, 46(9), 406–412. Retrieved from https://search-ebscohost- com.libdata.lib.ua.edu/login.aspx?direct=true&db=rzh&AN=106172294&site=ehost-live Pintrich, P.R., Smith, D.A.F., García, T., & McKeachie, W.J. (1991). A manual for the use of the motivated strategies questionnaire (MSLQ). Ann Arbor, MI: University of Michigan, National Center for Research to Improve Postsecondary Teaching and Learning. https://files.eric.ed.gov/fulltext/ED338122.pdf Smith J. & Noble, H. (2014) Bias in research. Evid Based Nurs.https://pdfs.semanticscholar.org/c49e/2f596d13b868421034ef9636ca925bbfecfd.pdf

20. References Suefert, T., Mueller, N.M. (2018) The interplay between self-regulation in learning and cognitive load, Educational Research Review, 24, https://doi.org/10.1016/j.edurev.2018.03.004. Sibbald, M., De Bruin, A. B. H., & Van Merrienboer, J. J. G. (2013). Checklists improve experts’ diagnostic decisions. Medical Education, 47(3), 301–308. https://doi-org.libdata.lib.ua.edu/10.1111/medu.12080 Wirihana, L., Welch, A., Williamson, M., Christensen, M., Bakon, S., & Craft, J. (2018). Using Colaizzi’s method of data analysis to explore the experiences of nurse academics teaching on satellite campuses. Nurse Researcherhttp://dx.doi.org.libdata.lib.ua.edu/10.7748/nr.2018.e1516 Zimmerman, B.J. (1990), Self-regulated learning and academic achievement: an overview https://www.tandfonline.com/doi/abs/10.1207/s15326985ep2501_2 Zimmerman, B.J. (2013) From cognitive modeling to self-regulation: a social cognitive career path. Educational Psychology. 11, 329-339. doi: 10.1080/00461520.2013.794676