Nursing students can improve their ability to think critically and reflect on their own learning processes by developing metacognitive abilities. Aim: The purpose of this study is to evaluate how nursing students’ academic performance is impacted by metacognitive programs. Methodology: The current study was carried out at North Private College of Nursing using an experimental design. Seventy fourth-year nursing students were included in the sample, split into two equal groups: the experimental group and the control group. Data was gathered using two instruments: (1) Metacognitive Awareness Inventory (2) Students’ transcripts. Results: The experimental group showed notably higher levels of metacognition than the control group (80% against 11.42%, respectively). Before the program started, most of the nursing students in the experimental and control groups, 91.7% and 90.4% respectively, had poor critical thinking ability. Relative to the control group, the nursing students in the experimental group who received metacognitive training showed a considerably higher degree of academic success. Conclusion: The experimental group exhibited a notable improvement in nursing students’ metacognition and academic performance relative to the control group following the program’s introduction. Recommendations: Offering training programs for faculty on cultivating students’ metacognitive abilities and serving as models and coaches for these talents. Implementing active learning strategies (reflections, case studies, group projects, simulations, and problem-solving exercises) that need the use of metacognitive skills by students.