Intentional Learning: A Student-Centered Pedagogy
International Journal of Nursing Education Scholarship
Objective: The objective was to test the assumption that characteristics of intentional learning are not fixed and if an interview assignment enhanced intentional learning. Methods: In order to meet the needs of practice, nursing educators have trialed student-centered pedagogies, often with resistance from students. Intentional learning appears to mirror the characteristics, such as autonomy, responsibility of one’s own learning, self-regulation, and motivation, needed by students to be successful in student-centered pedagogies. Intentional learning had not been studied in nursing. A quasi-experimental pre/post-test design was used to test intentional learning in nursing students (N=92). Results: While the interview assignment did not enhance intentional learning scores, intentional learning scores did significantly increase over the semester (p=0.039). Conclusion: Intentional learning scores did increase, showing that students move along the intentional learning continuum depending on their learning experiences. Future research should include testing teaching strategies that foster intentional learning.
Intentional learning; Nursing; Nursing education; Student-centered pedagogy
Higher Education | Nursing
Bondmass, M. D.
Intentional Learning: A Student-Centered Pedagogy.
International Journal of Nursing Education Scholarship, 17(1),