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 21st 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.
Highlights
Nursing education has been requested for decades to produce 21st 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 article described the process of developing a model to facilitate authentic learning (AL) in nursing education and four steps as described by Chinn and Kramer (2011) were used
Step 1 dealt with the concept analysis through (a) exploration of literature as well as (b) exploration and description of learner nurses and nurse educators’ perceptions on how AL can be facilitated in nursing education
Summary
Nursing education has been requested for decades to produce 21st 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. 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). Of importance is that these indispensable higher order thinking skills are ones that learners have most challenges obtaining on their own (Chametzky, 2014)
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