Intentional Learning in Nursing Education: Can It Foster Success in Competency-Based Education?

The Journal of nursing education Pub Date : 2024-08-01 DOI:10.3928/01484834-20240426-02

Sarah Mollman

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Abstract

Background: The defining attributes of intentional learning match the needed characteristics of students in competency-based education (CBE). The Learning Orientation Questionnaire measures these characteristics and can be used to facilitate improvement in these attitudes and skills, which results in higher order thinking and lifelong learning.

Method: A longitudinal study was performed with nursing students (N = 53) to determine if intentional learning scores continued to improve over time and were associated with student performance.

Results: These students had significantly higher intentional learning scores at the end of the program than at the end of the second semester (p < .001). Intentional learning scores were not associated with student performance at the end of the program (p = .473).

Conclusion: As nursing programs transition to CBE, intentional learning theory can be used to support students. Nursing programs are advancing these characteristics but will need to do so earlier as they implement CBE. [J Nurs Educ. 2024;63(8):552-555.].

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护理教育中的有意识学习：它能促进基于能力的教育取得成功吗？

背景：有意学习的定义属性与能力本位教育（CBE）中学生所需的特征相吻合。学习取向问卷可以测量这些特征，并可用于促进这些态度和技能的改善，从而形成高阶思维和终身学习：方法：对护理专业的学生（53 人）进行了一项纵向研究，以确定有意学习的分数是否会随着时间的推移而不断提高，以及是否与学生的成绩有关：结果：这些学生在课程结束时的有意学习得分明显高于第二学期结束时的得分（p < .001）。意向性学习得分与学生在课程结束时的成绩无关（p = .473）：随着护理课程向 CBE 过渡，有意学习理论可用于支持学生。护理课程正在推进这些特征，但在实施 CBE 时需要更早这样做。[J Nurs Educ. 2024;63(8):552-555.].

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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The Journal of nursing education

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