An integrative review of the characteristics of meaningful learning in healthcare professionals to enlighten educational practices in health care

Nursing Open

Lucia Cadorin¹  Annamaria Bagnasco¹  Gennaro Rocco² 

[1] Department of Health Sciences, University of Genoa, Genoa, Italy;Centre of Excellence for Nursing Scholarship, Rome, Italy

关键词: Constructivist paradigm;    healthcare professionals;    integrative review;    meaningful learning;    nurse;    significant learning;   

DOI  :  10.1002/nop2.3

来源: Wiley

【 摘 要 】

Abstract

Aim

Knowledge does not transfer automatically, but requires an active, personal progress through meaningful learning. As posited by the constructivist paradigm, the aim of this study was to identify the characteristics of meaningful learning by analysing definitions and correlated methods found in the literature.

Design

An integrative review.

Methods

Articles were sought on MEDLINE, CINAHL and SCOPUS; no language, time or study-design restrictions were adopted. Only papers referring explicitly to the diverse types of learning were taken into account; 11 articles were included in this review.

Results

Findings from the literature revealed three different types of meaningful learning: (1) meaningful learning as ‘active building-up process’; (2) meaningful learning as ‘change’; 3-meaningful learning as ‘outcome of experience’. A focus on constructivism and meaningful learning provides a new outlook on healthcare professionals in learning, including nurses, who are gradually taking on greater responsibility in self- and ongoing education.

【 授权许可】

CC BY   
© 2014 The Authors. Nursing Open published by John Wiley & Sons Ltd.

Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.