Background Cognitive learning approaches are important in nursing education because they support analytical thinking, decision-making, and self-regulated learning processes. Competencies such as problem solving, critical thinking, peer support, self-directed learning readiness, and locus of control may contribute to nursing students’ academic and professional development. This study aimed to evaluate the effects of a cognitive learning intervention on these competencies among first-year nursing students. Methods This quasi-experimental pre-test/post-test study with experimental and control groups was conducted at two foundation universities in Istanbul, Türkiye. A total of 114 first-year nursing students completed the study, including 69 in the experimental group and 45 in the control group. The intervention consisted of a single structured 120-minute online session focused on cognitive learning processes. Data were collected using validated instruments assessing problem solving, critical thinking, peer support, self-directed learning readiness, and locus of control. Statistical analyses included descriptive statistics and within-group and between-group comparisons, with statistical significance set at p < 0.05. Results The intervention significantly improved several learning-related outcomes in the experimental group. Problem-solving scores increased significantly from 149.71 ± 20.78 to 156.32 ± 9.91 (p = 0.018), whereas the control group showed a significant decline (p = 0.013). Critical thinking scores remained stable in the experimental group but decreased significantly in the control group (p < 0.001). Self-directed learning readiness increased markedly in the experimental group from 165.80 ± 26.53 to 197.33 ± 10.96 (p < 0.001) and was significantly higher than that of the control group at post-test (p < 0.001). Locus of control scores also improved in the experimental group. Peer support scores decreased in the experimental group; however, no significant between-group difference was found. Conclusions The cognitive learning intervention improved problem-solving skills, self-directed learning readiness, and locus of control, while helping to maintain critical thinking levels among first-year nursing students. These findings suggest that cognitively oriented educational strategies may be useful in nursing curricula to support students’ learning-related development. Trial registration: Not applicable.