(14) Continues Learning Through Multiple Activities – A Conceptual Model

Abstract: Introduction
We present a new conceptual model for lifelong learning by integrating the way individuals learn through activities to achieve outputs and outcomes, with participation in multiple learning activities. In the context of education, outputs are the results contributing to achieving an outcome. The model provides examples in the context of nursing education, with simulation as the learning activity.
Methods
Using key elements from Experiential Learning Theory, the NLN Jeffries Simulation Theory and the sociocultural learning perspective, this paper identifies an innovative conceptual model by connecting the independent components; participant, learning cycle, learning activity and multiple activities to achieve the goal based on a hierarchy of objectives.
Results
While an input-output orientation is sequential, the conceptual model emphasises learning as a circle. The activity is not separated but intertwined with the participant’s ability for concrete and abstract learning and related to the desired learning outputs and outcomes. The conceptual model bridges the components of; the participant and learning through activities to support the desired outputs and outcomes to achieve the overall goal. The components are interdependent, as removing parts of the conceptual model reduces the participant’s application of learning outcomes.
Conclusion
Multiple simulation sessions are fundamental for students to move from thinking and reflection to acting and experiencing. This model gives a new perspective on how continuous learning through multiple simulation sessions ensures the overall goal of education ensuring students’ competence corresponding with the expectations of the health care services – and ultimately, improve patient care.