Intentional learning: A concept analysis

Aim To use a concept analysis to determine a clear definition of the term “intentional learning” for use in nursing. Background The term intentional learning has been used for years in educational, business, and even nursing literature. It has been used to denote processes leading to higher order thinking and the ability to use knowledge in new situations; both of which are important skills to develop in nursing students. But the lack of a common, accepted definition of the term makes it difficult for nurse educators to base instruction and learning experiences on or to evaluate its overall effectiveness in educating students for diverse, fast‐paced clinical practices. Design and Review Methods A concept analysis following the eight‐step method developed by Walker and Avant (2011). Data Sources Empirical and descriptive literature. Results  Five defining attributes were identified: (1) self‐efficacy for learning, (2) active, effortful, and engaged learning, (3) mastery of goals where learning is the goal, (4) self‐directed learning, and (5) self‐regulation of learning. Conclusion Through this concept analysis, nursing will have a clear definition of intentional learning. This will enable nurse educators to generate, evaluate, and test learning experiences that promote further development of intentional learning in nursing students. Nurses in practice will also be able to evaluate if the stated benefits are demonstrated and how this impacts patient care and outcomes.