Abstract
D.Cur.
Authentic learning places emphasis on real-life problems and their best solutions, thus, require the use of integrative didactic methods. In spite of the widely available research literature and the positive outcomes of authentic learning, nurse educators do not engage learner nurses in this learner-centered approach in order to equip them with skills such as higher order thinking, complex problem-solving and rational decision-making on completion of the programme. The purpose of the study was to develop and evaluate a model and describe the guidelines for operationalisation of a model to facilitate authentic learning in nursing education. A qualitative, exploratory, descriptive and contextual research design for theory generation was chosen and the study was conducted in four phases. Phase one focused on the exploration and description of the conceptual meaning of authentic learning within the context of nursing education. Theoretical validity was ensured. Phase two focused on the exploration and description of learner nurses and nurse educators’ perceptions on how authentic learning can be facilitated directed by the results of the concept analysis using agenda focus groups for learner nurses and in-depth, semi-structured, individual interviews for nurse educators who were purposively selected. Data were collected until data saturation which was reached at the fifth focus group and twelfth nurse educator interviews. Data were analysed through the matrix-building method of data analysis. Ten themes emerged as indicated: (1) Meaningful and relevant engagement in real-life situation; (2) Self-awareness / Psychological safety; (3) Emotional intelligence for rational decision-making and problem-solving / Assertiveness; (4) Technology; (5) Multi-disciplinary teamship / Interdependence / Group dynamics; (6) Democratic principles / Respect for cultural diversity and language; (7) Communication / Interpersonal skills; (8) Empowerment (Research capacity-building through community outreach project and critiquing); (9) Cognitive perspectives; and (10) Affective dispositions. Trustworthiness and ethical considerations were ensured. The themes were conceptualised in phase three within the existing, relevant literature and according to the six elements of practice theory followed by the description of concluding statements after conceptualisation of each element. The guidelines for operationalisation of the model were described. Lastly, phase four dealt with the development and evaluation of the model according to Chinn and Kramer. Justification of the research, limitations and recommendations for nursing education, research and practice of the model to facilitate authentic learning in nursing education were indicated accordingly.