An evolutionary concept analysis of learner-centered teaching
| dc.contributor.author | Oyelana, Olabisi | |
| dc.contributor.author | Olson, Joanne | |
| dc.contributor.author | Caine, Vera | |
| dc.date.accessioned | 2024-01-26T18:45:53Z | |
| dc.date.available | 2024-01-26T18:45:53Z | |
| dc.date.issued | 2022 | |
| dc.description.abstract | Background An increasing emphasis on a paradigm shift from the traditional teacher-centered approach has led to the adoption of learner-centered teaching in many nursing education programs. However, the lack of consensus regarding the meaning warranted an analysis of learner-centered teaching. Objective The objective of this analysis was to clarify the concept of learner-centered teaching for nursing education and research. Design An evolutionary framework was used to perform a comprehensive review of both theoretical and empirical literature relevant to learner-centered teaching. An evolutionary concept analysis is a method of inquiry used to analyze the literature, with the purpose of identifying the attributes, antecedents, and consequences of a concept. Sample and setting Empirical and theoretical literature selected from the fields of education, nursing, and medicine. Methods A comprehensive review and analysis of theoretical and empirical publications from nursing, medicine and education disciplines provided a rich data source for this concept analysis. Results Four defining attributes of learner-centered teaching were identified: autonomy, empowerment, collaboration, and engagement. Four antecedents, three surrogate terms, eight related concepts, and nine primary consequences of learner-centered teaching were also identified. Exemplar cases of learner-centered teaching emerged from personal teaching practice experience and the empirical literature. Conclusions Learner-centered teaching is a complex concept with many aspects conceptualized or operationalized which make it difficult to authoritatively define the concept. However, the features of learner-centered teaching identified in this analysis offered a good basis for the evaluation, application, and further development of the concept in nursing. | |
| dc.description.uri | https://library.macewan.ca/cgi-bin/SFX/url.pl/E7P | |
| dc.identifier.citation | Oyelana, O. O., Olson, J., & Caine, V. (2022). An evolutionary concept analysis of learner-centered teaching. Nurse Education Today, 108, 105187. https://doi.org/10.1016/j.nedt.2021.105187 | |
| dc.identifier.doi | https://doi.org/10.1016/j.nedt.2021.105187 | |
| dc.identifier.uri | https://hdl.handle.net/20.500.14078/3398 | |
| dc.language.iso | en | |
| dc.rights | All Rights Reserved | |
| dc.subject | evolutionary concept analysis | |
| dc.subject | nursing education | |
| dc.subject | concept analysis | |
| dc.subject | learner-centered teaching | |
| dc.subject | theory development | |
| dc.title | An evolutionary concept analysis of learner-centered teaching | zxx |
| dc.type | Article |