A Concept Analysis of Self-Regulated Learning in the Clinical Context

Abstract

Objective: To clarify the structure of self-regulated learning in clinical practice through conceptual analysis.

Method: Rodgers’s evolutionary concept analysis was applied to 42 literature sources.

Results: The attributes were sorted into nine categories. One of them was a “three-stage cyclic process,” which showed structure. The learning process was characterized by the following: “situation analysis to achieve the task,” “goal setting and strategic planning,” “resourceful use of learning opportunities,” “performing a wide variety of learning strategies focusing on patient care,” “refining goals through reflection on goal achievement status,” and “recognition of professional identity.” The support for the learning process included “metacognitive and motivational regulation of learning processes” and “engaging others in one’s own learning.” Four prerequisites and three consequences were identified.

Conclusion: The definition of this concept is a cyclic and continuous learning process that resourcefully uses learning opportunities in clinical practice, performing a wide variety of learning strategies to pursue goal attainment, and is driven by Metacognition, motivation, and interaction with others. The potential for application in clinical settings has been demonstrated.