Background: Metacognition is a vital skill in critical thinking, self-regulation, problem solving, and
lifelong learning for nursing students. Aim: The study attempted to explore the relation between
metacognition competency, self-regulation, and problem-based learning strategy from a nursing
students' perspective. Material and methods: A descriptive correlational research design with a
convenience sample of 371 nursing students from four levels was used at Port Said University's
Faculty of Nursing. Data collection tools The Self-administered Questionnaire of the Metacognitive
Strategies Inventory, the Learning Self-Regulation Questionnaire, and the Problem-Based Learning
Approach Perception Questionnaire. Results: Only a small percentage of the studied nursing
students demonstrated high levels of metacognition competency, self-regulation, and problem-based
learning perception (23%, 21.1%, and 20.2%, respectively). Furthermore, a statistically significant
correlation between problem-based learning and self-regulation skills was discovered.
Conclusion: There was a highly statistically significant positive correlation among metacognition
competency, self-regulation skills, and problem-based learning strategies. Recommendations:
Educational programs can help nursing students improve their metacognition competency and self-
regulation skills. Furthermore, more research in this area is suggested to identify factors influencing
the problem-based learning approach