A Model to Facilitate Authentic Learning in Nursing Education

PURPOSE: The purpose of this article was to describe a process followed in developing and evaluating a model to facilitate authentic learning (AL) in nursing education.

METHOD: A qualitative and theory generative research designs were used to develop the model. The four steps of theory generative research design namely concept analysis, construction of conceptual relations, the description of a model and the description of the guidelines for operationalisation were employed. The model was then developed and evaluated.

DISCUSSION: A model development was done based on the following structure: (1) an overview of the model; (2) the purpose of the model; and (3) the structure of the model, which further includes the following: (3.1) the assumptions of the model, (3.2) the concept definitions, (3.3) the relational statements, and (3.4) the nature of the structure; as well as (4) the process description. A schematic presentation, which depicts the six elements of practice theory namely the context, agent, recipient, dynamic, process and procedure, and terminus or outcome of AL in nursing education was shown.

CONCLUSION: The described model is a framework that can be used to guide nurse educators in educating, training and producing a 21st century graduate who has higher order thinking skills, make astute clinical reasoning, judgment and rational decisions therefore will be able to deliver comprehensive, holistic care in line with the dynamic, highly-demanding interdisciplinary global healthcare system.