Understanding self-management in teaching and learning: a concept analysis for nursing education

Abstract

Background The concept of self-management has been examined in healthcare and other sectors such as education, but its definition and uses in nursing education remain unclear. Aim To explore the concept ‘self-management’ in healthcare and teaching and learning literature and apply these insights to nursing education. Design Concept analysis. Methods The eight steps of concept analysis according to Walker and Avant were used. PubMed, EBSCOhost, Medline, Google Scholar, Science Direct and PsycINFO were searched up to 2022 with an updated search in 2024. Content-rich articles on self-management were included if they: (a) discussed the theoretical or conceptual foundation of self-management, (b) were healthcare or education related, (c) were written in English and (d) had the full-text available. Data on attributes, antecedents and consequences were extracted and analysed using thematic analysis. Results Thirty-three articles were included with nine attributes, categorised as personal (self-motivation, self-regulation, self-evaluation, self-efficacy, individual action and skills, self-monitoring, environmental management, continuous task) and combined (partnership). Antecedents were the individual capacity to learn, external motivation, access to learning resources, teaching and learning strategies, and support from educators, family and friends. Consequences were improved quality of life, enhanced coping abilities, empowerment, engagement in self-management behaviours, increased self-efficacy, self-control, satisfaction, independence, self-directedness, and accountability. Negative outcomes may arise from avoiding help due to overconfidence in self-management abilities. Conclusion In combining all nine attributes, a clear definition and understanding of self-management in the teaching and learning context are formulated which can assist nursing students in becoming effective self-managers.