Global Journal of Health Science; Vol. 13, No. 4; 2021 ISSN 1916-9736 E-ISSN 1916-9744 Published by Canadian Center of Science and Education 12 Authentic Learning: A Concept Analysis Mary Chabeli 1 , Anna Nolte 1 & Gugu Ndawo 1 1 Department of Nursing, University of Johannesburg, Auckland Park, South Africa Correspondence: Gugu Ndawo, Department of Nursing, University of Johannesburg, P.O. Box 524, Auckland Park, 2006, South Africa. Tel: 27-11-559 6984. Received: July 5, 2020 Accepted: December 2, 2020 Online Published: February 15, 2021 doi:10.5539/gjhs.v13n4p12 URL: https://doi.org/10.5539/gjhs.v13n4p12 Abstract Authentic learning (AL) is a learner-centred approach in which learners co-construct their own knowledge by engaging in and addressing real life problems that demand the use of higher order thinking skills (HOTS), real world resources and tools while thinking and acting like experts. However, AL is a concept that is ambiguous and abstract therefore challenges nurse educators in fully engaging learners in such problems thus limiting their development of HOTS. The purpose of this article was to describe the concept analysis process that was followed to clarify AL, provide conceptual meaning in nursing education, and formulate a theoretical definition using Walker and Avant’s eight-step method. Definitions, nature, characteristics and uses of AL were sought and the researchers explored 160 publications which included dictionaries, encyclopaedias, thesauri, conference papers, research reports, journal articles and subject-related literature across multiple disciplines to critically analyse AL. A 17-year period from 1988 to 2015 was used to search several databases. The defining attributes which included antecedents, the process and consequences of AL emerged. The consequence of AL in nursing education is a competent, critical, autonomous, independent, lifelong graduate desirable for the 21 st -century global healthcare system. A theoretical definition of AL was also formulated. The study findings indicated that nurse educators can be assisted to design AL tasks that expose learners to AL thus implications were stated and recommendations were made. Keywords: antecedents, authentic learning, concept analysis, consequence, defining attributes, 21 st -century graduate 1. Background Authentic learning (AL) is a learner-centred approach in which learners co-construct their own knowledge by engaging in real-life tasks that require higher order thinking skills (HOTS) (Baloyi & Mtshali, 2018) employed by experts daily. Learners engage in realistic tasks and use real-world resources and tools that provide them opportunities to learn with intention by thinking and acting like experts in order to address real-life problems (Redmond, Davies, Cornally, Adam, Daly, Fegan, & O’Toole, 2018). The HOTS that are developed become relevant to the real world and can be adapted to any new AL situations encountered in everyday professional life. Thus the HOTS are indispensable in the development of a 21 st -century graduate who is expected to effectively and successfully solve real-world, complex problems (Luttfi, 2020). It is of great importance that in an AL situation, realistic problems and their relevance to learners are solved in real communities of practice, outside of classrooms, where real-life integration of learning takes place. Learners are equipped with 21 st -century cognitive, intrapersonal and interpersonal competencies such as critical thinking, reflective thinking, effective problem solving, rational decision making, communication, collaboration, emotional intelligence, and metacognition. These competencies are critical in dealing with complex global healthcare issues. Based on the findings of this concept analysis, AL is rooted in constructivism and humanism philosophies, motivational, situated learning and experiential learning theories, problem-based learning, and activity-based and participatory learning approaches (Ndawo, 2017). Many researchers have documented positive outcomes of AL and authentic assessments (Abelha, Fernandes, Mesquita, Seabra, & Ferreira-Oliveira, 2020; Baloyi & Mtshali, 2018; Cremers, Wals, Wesselink, & Mulder, 2016; Enomoto, 2019; Nyanjom, Goh, & Yang, 2020; Villarroel, Bloxham, Bruna, Bruna, & Herrera-Seda, 2018). However, although the outcomes are positive, nurse educators continue to engage learners in the traditional classroom-bound educator-centred approaches, such as whole class teaching, traditional lecturing, direct instruction, demonstrations and assessment (Sewagegn & Diale, 2020). Within these approaches, learners are