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.