Abstract
The metacognitive skills or monitoring, analyzing, predicting, planning, evaluating, regulating, and revising frame the nursing process and support clinical reasoning. Nurse educators who encourage metacognitive skill acquisition are likely to accelerate student comprehension, understanding, and mastery or nursing diagnosis, nursing process, and clinical reasoning. The models presented in this article have implications for teaching and learning clinical/ diagnostic reasoning.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 148-154 |
| Number of pages | 7 |
| Journal | Nursing diagnosis : ND : the official journal of the North American Nursing Diagnosis Association |
| Volume | 3 |
| Issue number | 4 |
| DOIs | |
| State | Published - Oct 1992 |
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