Global Journal of Health Science; Vol. 11, No. 9; 2019 ISSN 1916-9736 E-ISSN 1916-9744 Published by Canadian Center of Science and Education 1 A Model to Facilitate Authentic Learning in Nursing Education Gugu Ndawo 1 1 Department of Nursing Science, University of Johannesburg, Auckland Park, South Africa Correspondence: Gugu Ndawo, Department of Nursing Science, University of Johannesburg, P.O. Box 524, Auckland Park, 2006, South Africa. Tel: 27-11-559-6984. E-mail: gugun@uj.ac.za Received: October 24, 2018 Accepted: March 3, 2019 Online Published: July 1, 2019 doi:10.5539/gjhs.v11n9p1 URL: https://doi.org/10.5539/gjhs.v11n9p1 Abstract Purpose: The purpose of this article was to describe a process followed in developing and evaluating a model to facilitate authentic learning (AL) in nursing education. Method: A qualitative and theory generative research designs were used to develop the model. The four steps of theory generative research design namely concept analysis, construction of conceptual relations, the description of a model and the description of the guidelines for operationalisation were employed. The model was then developed and evaluated. Discussion: A model development was done based on the following structure: (1) an overview of the model; (2) the purpose of the model; and (3) the structure of the model, which further includes the following: (3.1) the assumptions of the model, (3.2) the concept definitions, (3.3) the relational statements, and (3.4) the nature of the structure; as well as (4) the process description. A schematic presentation, which depicts the six elements of practice theory namely the context, agent, recipient, dynamic, process and procedure, and terminus or outcome of AL in nursing education was shown. Conclusion: The described model is a framework that can be used to guide nurse educators in educating, training and producing a 21 st century graduate who has higher order thinking skills, make astute clinical reasoning, judgment and rational decisions therefore will be able to deliver comprehensive, holistic care in line with the dynamic, highly-demanding interdisciplinary global healthcare system. Keywords: authentic learning (AL), facilitate, model, nursing education 1. Introduction Nursing education has been requested for decades to produce 21 st century professional nurses who are lifelong learners with pertinent knowledge, skills, values and attitude to deal with complex global health issues and real-life patient problems that require multiple solutions (Council on Higher Education [CHE], 1997, January; CHE, 2014, January; Department of Health [DoH], 2006; Ministry of Education, 2001; South African Nursing Council [SANC], 1992a; Sustainable Developmental Goals [SDGs] in Pisano, Lange, Berger, & Hametner, 2015). This is a tall order for nurse educators who seldom engage learners in innovative pedagogical and assessment strategies to achieve this request. Some nurse educators are still reliant on teacher-centered approaches such as traditional lecturing and direct instruction without using alternatives that are indispensable in a higher educational setting that is rapidly and increasingly transforming (French & Kennedy, 2017). Within teacher-centered approaches learners are deemed recipients and consumers of information rather than discoverers and constructors of knowledge. They are given prescriptive assignments, provided with structured clinical engagements, directed to prescribed textbooks as well as subjected to pen and paper summative assessments (Ndawo, 2017). However such teacher-centered approaches do not adequately equip learners with critical, reflective, creative and innovative thinking, rational decision making, astute clinical judgment and reasoning, teamwork and communication skills. Of importance is that these indispensable higher order thinking skills are ones that learners have most challenges obtaining on their own (Chametzky, 2014). In authentic learning (AL), a learner-centered approach, learners co-construct their own knowledge through being engaged in activities that require the use of higher order thinking skills used by experts in their daily working lives (Brown & Mevs, 2012). These skills are relevant to the real world and can be adapted to new learning and working situations thus are required for the development of 21 st century graduates to solve real world, complex problems