METACOGNITION: THE SELF-REGULATION OF CREATIVE THOUGHT IN NURSING.
Contributors: University of Michigan.
Published: 1984
Number of pages: 186
Subjects: Health Sciences, Nursing.
Description: In this dissertation the author argues that creative thinking in the nursing profession is a complex multi-dimensional process that involves a variety of cognitive-behavioral skills and necessitates the development of metacognitive knowledge among practitioners and scholars in nursing. Thus, operating from a theoretical framework which conceptualizes creative thinking as a self-regulatory metacognitive process, this research utilized a pre-test post-test control-experimental group design to test the effectiveness of a five session Self-Instructional Creativity Training Program on the creative self-perceptions of 28 practicing registered nurses.

Using the What Kind of Person Are You (WKOPAY) Test from the Khatena-Torrance Creative Perception Inventory, Cacioppo and Petty's Need for Cognition Scale, Henshaw's Self-Instructional Creativity Scale, the Torrance Test of Creative Thinking Product Improvement Activity and Pesut's Clinical Nursing Creativity Challenge Test, results indicated that those nurses who received the treatment perceived themselves to be more creative after the training and generated statistically significant more original solutions to clinical nursing problems than those nurses in the control group.

Creative self-perception was positively related to need for cognition at a level of statistical significance. Need for cognition was significantly negatively related to acceptance of authority and awareness of others. Positive self-instruction was significantly positively related to creative self-perception, need for cognition and disciplined imagination. Other correlational relationships between and among dimensions of creativity measured in this study are described, and the critical need to systematically disseminate creativity technologies to professional nurses is discussed. The author argues that if the development of metacognitive knowledge is not fostered in the nursing profession then there will be little hope for the development of nursing theory or scientific foundations for nursing practice.
Notes: Source: Dissertation Abstracts International, Volume: 45-02, Section: B, page: 0515.

Thesis (PH.D.)--THE UNIVERSITY OF MICHIGAN, 1984.

School code: 0127.