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

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.

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

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.

Instruments measuring meaningful learning in undergraduate healthcare students: a systematic review protocol

AIM

To establish the psychometric properties of instruments to measure learning outcomes in healthcare students.

BACKGROUND

Meaningful learning is an active process that promotes a wider and deeper understanding of concepts. It is the result of an interaction between new and previous knowledge. Meaningful learning produces a long-term change in knowledge and skills, which is underpinned by willingness to learn and experience and it is exclusively built by the learner.

DESIGN

Systematic psychometric review protocol developed from Cochrane Effective Practice and Organization of Care guidance.

METHOD

Searches of MEDLINE, CINAHL, SCOPUS, ERIC, PsycINFO, Cochrane Library, Psychology & Behavioral Sciences Collection Database between 1990-2013. Selected studies will be evaluated with the Consensus-based Standards for the selection of health status Measurement INstruments (COSMIN) checklist. Funding for the review was confirmed on January 2011 by the Centre of Excellence for Nursing Scholarship in Rome.

RESULTS

The systematic review will produce a synthesis of the data related to the instruments that measure learning outcomes. These data will help us decide which tools to use and identify the state of knowledge in this field.

CONCLUSIONS

Measuring learning outcomes is very important for the large amount of human and financial resources employed in educating and training health professionals and this requires reliable and valid instruments.