Nursing students are challenged to think and impart in ways that will
prepare them for practical work in a complex healthcare environment, Metacognition ability
refers to an individual’s knowledge of his thinking allowing them to design their thinking
properly. In addition, high self-efficacy enhances students' accomplishment and personal
well-being since student with high assurance in their capabilities approach difficult tasks as
challenges to be mastered. Aim: To explore metacognitive ability and academic self-efficacy
and their relation to role transition as perceived by nursing students. Design: Descriptive
correlation design was utilized. Setting: The study was conducted at Faculty of nursing,
Benha University. Subjects: A convenient sample of 4th year nursing students who enrolled
in nursing administration department in the first term of academic year 2020/2021, the final
number of sample size was 214. Tools: Three tools were used for data collection as follows;
Metacognitive ability scale, Academic self-efficacy scale and Modified Perceptions of role
transition questionnaire