Structuring Continual Learning Through a Hierarchy of Objectives: A Conceptual Framework.

Area of Science:

• Education
• Healthcare Education
• Learning Sciences

Background:

• Continual learning is crucial for critical thinking and problem-solving skills.
• The link between learning objectives, activities, and outcomes is often overlooked in educational settings.
• Nursing education serves as a context to illustrate a proposed conceptual model for aligning learning processes.

Purpose of the Study:

• To propose a conceptual model for enhancing continual learning.
• To clarify the alignment of learning processes through a hierarchy of objectives.
• To provide a structured approach for competence development in educational contexts.

Main Methods:

• A conceptual analysis was performed, integrating Kolb's Experiential Learning Theory, Sociocultural Learning Perspective, and NLN Jeffries Simulation Theory.
• The analysis synthesized five core components: hierarchy of objectives, participant, learning activity, learning cycle, and multiple learning activities.
• The model was developed from a general perspective with specific examples for the healthcare context.

Main Results:

• A conceptual model is presented that structures continual learning through the interaction of its five core components.
• The model clarifies how competence development is fostered by aligning objectives, activities, and outcomes.
• Simulation is utilized as an example to demonstrate how learning activities can support long-term learning objectives.

Conclusions:

• Understanding the model's levels and interactions aids organizations in achieving excellence.
• Defining learning outputs and outcomes is fundamental for reaching overarching educational goals.
• Multiple learning activities are necessary to facilitate the transition from reflection to active experimentation, fostering a spiral of continual learning.