Self-Regulated Learning in Competency-Based Nursing Education: A Concept Analysis

Background: As nursing education shifts to a competency-based education (CBE) model, self-regulated learning (SRL) has become an essential skill for student success. However, its application within nursing education remains ambiguous. This analysis aimed to develop a nursing-specific operational definition of SRL. Method: A concept analysis was conducted using the Walker and Avant method. A review of 26 sources from academic and non-academic databases was used to identify the defining attributes, antecedents, and consequences of SRL within a CBE nursing context. Results: SRL is a dynamic, metacognitive process involving forethought, performance, and self-reflection that empowers students to take ownership of their learning to meet competency standards. Key consequences include enhanced clinical judgment, professional accountability, and resilience. Conclusion: SRL is a foundational component for implementing the American Association of Colleges of Nursing Essentials. Nursing curricula must intentionally integrate SRL principles to develop competent, self-directed professionals.