Transformative learning during nursing education: A model of interconnectivity

Kear, Tamara

doi:10.1016/j.nedt.2012.03.016

Cited by 25 publications

(27 citation statements)

References 6 publications

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“…Interventions included collaborative or peer‐led learning, group or teamwork and mentorship, with opportunities for dialogue and the use of narrative . Similarly, what was described as ‘experiential’ learning and learning that provided for authentic experiences in natural settings were seen to be challenging often from a resource or socio‐economic perspective …”

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%

“…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. 35,52 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'.…”

Section: How Transformative Learning Occursmentioning

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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Section: Resultsmentioning

confidence: 99%

Section: How Transformative Learning Occursmentioning

confidence: 99%

Section: How Transformative Learning Occursmentioning

confidence: 99%

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

et al. 2019

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“…Children's lack of study motivation and their low ability to understand the lesson triggered pre-service teachers to engage in a transformational learning process through which their resilience improved. A transformation process also tend to occur as a result of experiential learning (Kear, 2013).…”

Section: Resultsmentioning

confidence: 99%

Pre-Service Teachers’ Resilience Towards School Children’s Problems In Remote Areas

Sari¹

2019

The European Proceedings of Social and Behavioural Sciences

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“…Transformative learning theory was used to structure this project (Mezirow, 1994). This theory highlights that learning is transformed through disorienting dilemmas, critical reflection, and changed meaning perspective (Kear, 2013). Our PhotoVoice assignment aimed to (a) challenge values and beliefs regarding the U.S. health care system, (b) promote self-reflections on a meaningful experience and a difficult situation, and (c) facilitate explorations of alternative points of view (e.g., new concepts, engaging peer discussions, and interactive presentation) using pictures.…”

Section: Theory and Goalsmentioning

confidence: 99%