Background: The defining attributes of intentional learning match the needed characteristics of students in competency-based education (CBE). The Learning Orientation Questionnaire measures these characteristics and can be used to facilitate improvement in these attitudes and skills, which results in higher order thinking and lifelong learning.
Method: A longitudinal study was performed with nursing students ( = 53) to determine if intentional learning scores continued to improve over time and were associated with student performance.
Results: These students had significantly higher intentional learning scores at the end of the program than at the end of the second semester ( < .001). Intentional learning scores were not associated with student performance at the end of the program ( = .473).
Conclusion: As nursing programs transition to CBE, intentional learning theory can be used to support students. Nursing programs are advancing these characteristics but will need to do so earlier as they implement CBE. .
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