Transformative Learning in Clinical Education: Using Theory to Inform Practice

Jones, Anna Maria

doi:10.1007/978-981-13-6106-7_33-1

Cited by 2 publications

(2 citation statements)

References 26 publications

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“…They emphasize the importance of creating a climate to allow expression of emotions: “conditions of trust and security” (p. 194) 60 . Similarly, Jones 61 argues that a “safe and inclusive learning space” (p. 6) is needed to engage in critical conversations as part of transformative learning.…”

Section: Discussionmentioning

confidence: 99%

Transforming Professional Identity in Simulation Debriefing

Kainth

Reedy

2023

Sim Healthcare

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There continues to be a lack of detailed understanding of how debriefing works and how it enables learning. To further our understanding and simultaneously illuminate current knowledge, a metaethnographic qualitative synthesis was undertaken to address the research question: how are interactions in simulation debriefing related to participant learning? Ten databases were searched (up to November 2020) and 17 articles were selected for inclusion. Initial interpretive synthesis generated 37 new concepts that were further synthesized to produce a new theoretical framework. At the heart of the framework is a concept of reflective work, where participants and faculty recontextualize the simulation experience bidirectionally with clinical reality: a process that facilitates sensemaking. This occurs in a learning milieu where activities such as storytelling, performance evaluation, perspective sharing, agenda setting, and video use are undertaken. The outcome is conceptualization of new future roles, clinical competence, and professional language development-a process of transforming professional identity.

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Section: Discussionmentioning

confidence: 99%

Transforming Professional Identity in Simulation Debriefing

Kainth

Reedy

2023

Sim Healthcare

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“…The very demanding situation the health professionals found themselves in during the pandemic resulted in accelerated learning processes that can be explained by Transformative Learning, which is a particular adult learning theory that concerns how adults make meaning of life experiences” [ 20 ]. In the context of clinical education, the Transformative Learning Theory is being increasingly used as a framework to understand the way in which health professionals promote new ways of thinking [ 21 ]. The key elements are a disorienting dilemma that triggers critical reflection and rational discourse whose end result is a change in both the thinking and the acts of the professional [ 22 ].…”

Section: Introductionmentioning

confidence: 99%