Addressing future demands: Development of an online gerontological nursing course

Mastel-Smith, Beth; Nash, Tracy Jeanne; Caruso, Kleanthe

doi:10.1016/j.gerinurse.2016.08.007

Cited by 14 publications

(10 citation statements)

References 11 publications

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“…A total of 64 of the 99 articles made reference to reflection as a process to both facilitate and assess TL, with one article offering a ‘Model of Holistic Reflection’ . Specific ways in which reflection was encouraged included interviewing and debriefing, discussions, focusing on core values, and reflective writing, including using journals . Reflection was described as ‘open‐ended’, ‘self‐reflection’ and ‘critical’, with one study suggesting that such ‘critical reflection’ could minimise the gap between theory and practice …”

Section: Resultsmentioning

confidence: 99%

“…20 A dominant theme across a large number of the included studies emphasised that for TL to occur there has to be an opportunity for questioning existing frames of reference, and for reassessing one's beliefs, habits of mind and prejudices before entering a less-known environment where the knowledge and values upon which these beliefs and prejudices are founded might be questioned. 16,18,[21][22][23][24][25][26][27][28][29][30][31][32][33][34][35][36][37] Enablers for TL are therefore becoming aware of one's prior assumptions and having one's world view challenged. [38][39][40][41][42][43][44][45][46][47][48][49][50][51][52][53] In addition, 'liberating learning environments' or 'those conducive to developing autonomous thinking and self-empowerment' 54,55 were described as necessary for reinterpreting experiences.…”

Section: How Transformative Learning Occursmentioning

confidence: 99%

“…84 Specific ways in which reflection was encouraged included interviewing 69,83 and debriefing, 32,85 discussions, 41,86 focusing on core values, 29 and reflective writing, including using journals. 13,27,30,45,52,87 Reflection was described as 'open-ended', 40 'self-reflection' 28 and 'critical', 38,55,63,[88][89][90] with one study suggesting that such 'critical reflection' could minimise the gap between theory and practice. 90 There is also a strong social imperative for TL.…”

Section: How Transformative Learning Occursmentioning

confidence: 99%

“…23,36,42,88,91 Several authors refer to the social dimensions of TL. Transformative learning is not just the process of introspection through critical reflection that leads to new ways of thinking, or illumination, 86 but it also emphasises high-level communication skills, including 'empathic listening', 37 rational discourse, 30 reflective discourse 26 and an awareness of the assumptions of others. 92…”

Section: How Transformative Learning Occursmentioning

confidence: 99%

“…45,47,62 As they developed more discriminating perspectives, their worldviews shifted. 47,53,58,66,[96][97][98] Accordingly, TL influenced their values, attitudes and behaviours, 30,37,57,61,72,99 and how they saw and understood themselves. 14,33,69,80 Students developed new interpretations of how things were, including conditions within the realm of health care.…”

Section: Outcomes Of Transformative Learningmentioning

confidence: 99%

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Transformative learning as pedagogy for the health professions: a scoping review

et al. 2019

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Context Transformative learning (TL) has been described as learning that challenges established perspectives, leading to new ways of being in the world. As a learning theory it has resonated with educators globally, including those in the health professions. Described as a complex metatheory, TL has evolved over time, eliciting divergent interpretations of the construct. This scoping review provides a comprehensive synthesis of how TL is currently represented in the health professions education literature, including how it influences curricular activities, to inform its future application in the field. Methods Arksey and O'Malley's six‐step framework was adopted to review the period from 2006 to May 2018. A total of 10 bibliographic databases were searched, generating 1532 potential studies. After several rounds of review, first of abstracts and then of full texts, 99 studies were mapped by two independent reviewers onto the internally developed data extraction sheet. Descriptive information about included studies was aggregated. Discursive data were subjected to content analysis. Results A mix of conceptual and empirical research papers, which used a range of qualitative methodologies, were included. Studies from the USA, the UK and Australia were most prevalent. Insights relating to how opportunities for TL were created, how it manifests and influences behaviour, as well as how it is experienced, demonstrated much congruency. Conceptions of TL were seen to be clustered around the work of key theorists. Conclusions The training of health professionals often takes place in unfamiliar settings where students are encouraged to be active participants in providing care. This increases the opportunity for exposure to learning experiences that are potentially transformative, allowing for a pedagogy of uncertainty that acknowledges the complexity of the world we live in and questions what we believe we know about it. TL provides educators in the health professions with a theoretical lens through which they can view such student learning.

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