Purpose: This study explored the effect of a nursing comprehensive skill training course (NCST-C) on the
metacognitive awareness of nursing students to provide a scientific foundation for improving metacognitive
awareness.
Methods: This study used a quasi-experimental two-group matched pretest, post-test, and follow-up
test. Ninety-six junior nursing students were recruited using convenience sampling and assigned to
two groups by drawing lots with odd and even numbers in a nursing school at Huzhou University. The
control group received a traditional skill-training course. The intervention group received NCST-C.
Nursing students' metacognitive awareness inventory (MAI) was evaluated at the baseline, 16-week,
and 20-week follow-up points. A repeated-measures analysis of variance and a simple effect test was
used to compare each outcome measure of the two groups three times.
Results: The NCST-C resulted in greater benefits for nursing students' metacognitive awareness as well as
various dimensions (knowledge of cognition and regulation of cognition) in the intervention group.
Combined with a simple effects test, the MAI and dimension scores of those in the intervention group
significantly improved at 16 weeks after the baseline (F ¼ 9.78e44.03; all ps < .01). The sustainable effect
of NCST-C lasted 1 month after the intervention (F ¼ 14.24e62.36; ps < .01), reaching statistical significance
(p < .05).
Conclusions: The NCST-C effectively developed metacognitive awareness among nursing students. Its
design provides a new type of experimental course for improving metacognitive awareness.
Trial registration: chictr.org.cn: ChiCTR2200057910. First registration date: 1/11/2020.