Structuring Continual Learning Through a Hierarchy of Objectives: A Conceptual Framework

TL;DR

This paper introduces a conceptual framework for continual learning, emphasizing structured objectives and activities, with nursing education as an example.

Contribution

A novel conceptual model for continual learning that integrates multiple theories and emphasizes hierarchical objectives.

Findings

The model includes five core components: hierarchy of objectives, participant, learning activity, learning cycle, and multiple learning activities.

Simulation is highlighted as a method to support long-term learning goals in healthcare education.

The framework promotes competence development through structured, interactive learning processes.

Abstract

Continual learning is fundamental for developing critical thinking and problem-solving skills. Although learning activities are well established in education, the connection between objectives, activities, and learning outcomes is often underemphasized. This article proposes a conceptual model that clarifies how learning processes can be better aligned through a hierarchy of objectives, using nursing education as an illustrative context.

A conceptual analysis was conducted, drawing on established theories, including Kolb's Experiential Learning Theory, the Sociocultural Learning Perspective, and the NLN Jeffries Simulation Theory, to synthesize five core components: hierarchy of objectives, participant, learning activity, learning cycle, and multiple learning activities.

The model presents a structured approach to continual learning by clarifying how each component interacts to foster competence development. The model is presented from a general perspective while also specifically providing examples for the healthcare context. Simulation is used to exemplify how learning activities can support long-term learning goals.

Understanding the importance of each level of the model and how these levels interact, can assist organizations in pursuing excellence. Accordingly, knowing and defining learning outputs and outcomes is the basis for attain the overarching goals. Facilitating learners to conceptualize reflections into active experimentation requires multiple learning activities, towards a spiral of continual learning.

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