Aim\nKnowledge does not transfer automatically, but requires an active, personal progress\nthrough meaningful learning. As posited by the constructivist paradigm,\nthe aim of this study was to identify the characteristics of meaningful learning\nby analysing definitions and correlated methods found in the literature.\nDesign\nAn integrative review.\nMethods\nArticles were sought on MEDLINE, CINAHL and SCOPUS; no language, time\nor study-design restrictions were adopted. Only papers referring explicitly to\nthe diverse types of learning were taken into account; 11 articles were included\nin this review.\nResults\nFindings from the literature revealed three different types of meaningful learning:\n(1) meaningful learning as ââ?¬Ë?active building-up processââ?¬â?¢; (2) meaningful\nlearning as ââ?¬Ë?changeââ?¬â?¢; 3-meaningful learning as ââ?¬Ë?outcome of experienceââ?¬â?¢. A focus\non constructivism and meaningful learning provides a new outlook on healthcare\nprofessionals in learning, including nurses, who are gradually taking on\ngreater responsibility in self- and ongoing education.
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