Mentors' and mentees' intellectual-partnership through the lens of the Transformative Learning Theory

Zanchetta, Margareth Santos; Bailey, Annette; Kolisnyk, Olesya; Baku, Lorena; Schwind, Jasna; Osino, Eunice; Aksenchuk-Metersky, Kateryna; Mehari, Niyat; Babalola, Oluwafunmbi; Christopher, Joneet; Hassan, Aafreen; Leong, Newton; Mohamed, Mohamed; Nemhbard-Wedderbrun, Patrice; Rodrigues, Ann; Sales, Rona; Salvador-Watts, Liana; Santiago, Lira; Sizto, Terry; Stevenson, Melissa; Liu, Yu

doi:10.1016/j.nepr.2017.05.009

Cited by 24 publications

(35 citation statements)

References 24 publications

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“…Online courses, 30,74-76 digital storytelling 21,77 and film, 78 as well as simulation, 20,25,32,48,50,51 were used. Interventions included collaborative or peer-led learning, group or teamwork 37,57,79-81 and mentorship, 82 with opportunities for dialogue and the use of narrative. 17,39,62 Similarly, what was described as 'experiential' learning 25,57,68 and learning that provided for authentic experiences 19,33,41,59,83 in natural settings were seen to be challenging often from a resource or socioeconomic perspective.…”

Section: How Transformative Learning Occursmentioning

confidence: 99%

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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Section: How Transformative Learning Occursmentioning

confidence: 99%

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

et al. 2019

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“…The program has been developed between two universities and two pediatric hospitals in the United Kingdom and the United States. Zanchetta et al, found that mentoring provided transformative learning experiences and broadened the scholarly foundation for understanding cultural competence for both mentees (students) and mentors (faculty) in an intellectual international partnership in a Canadian university [20]. Mentoring relationships for nursing pedagogy have been prominent in clinical curriculum in nursing education for many decades.…”

Section: Development Of International Programmentioning

confidence: 99%

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2018

PPN

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With the increasing diversity of the world's population, today's schools of nursing and health care educators are faced with the challenge of preparing the next generation of nurses with a broader awareness to provide care with the knowledge of cultural competence towards patients of all backgrounds [1]. Nursing students must be aware of the goals of the healthy people 2020 referendum that promotes knowledge of cultures regarding health disparities, prevention of

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“…What impact would that have in your clinical setting? The process of challenging beliefs and assumptions through reflective discourse is essential for developing critical consciousness . The goal of this “deep dive” approach is for students to gain a thorough understanding of the underlying causes that contribute to the problem and why the problem is occurring.…”

Section: Pedagogical Approaches To Enhance Analytical Skillsmentioning

confidence: 99%

Enhancing Post‐Baccalaureate Doctor of Nursing Practice students' analytic skills

Dermody

Tiedt

2018

Nurs Forum

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Programs with several paths to the Doctor of Nursing Practice (DNP) face significant difficulties in preparing clinical scholars who can transform healthcare. While Post-Baccalaureate to DNP (BSN-DNP) programs are fulfilling the Institute of Medicineʼs mandate for seamless academic progression, several factors need to be considered for studentsʼ successful program completion. These factors include: (1) the studentsʼ stage of cognitive development for strategic thinking (metacognition); (2) studentsʼ tendency to underestimate the rigors of doctoral educational requirements; and (3) faculty challenges in helping students to acquire skills needed to complete the DNP project. The purpose of this paper is to describe learner-centered approaches to enhance analytic preparation of BSN-DNP students. K E Y W O R D S education, evidence-based, professional issues, role development, teaching/learning

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Mentors' and mentees' intellectual-partnership through the lens of the Transformative Learning Theory

Cited by 24 publications

References 24 publications

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

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

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Enhancing Post‐Baccalaureate Doctor of Nursing Practice students' analytic skills

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