A model to facilitate transformative learning in nursing education
Objective: Transformative learning is a learner-centered process of learning. Learners are actively engaged through critical reflection and discourse to question assumptions and expectations. The purpose of this article is to describe a model to facilitate transformative learning in nursing educatio...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Elsevier
2020-07-01
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| Series: | International Journal of Nursing Sciences |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S2352013220300569 |
| _version_ | 1818438080238977024 |
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| author | Tebogo A. Tsimane Charlene Downing |
| author_facet | Tebogo A. Tsimane Charlene Downing |
| author_sort | Tebogo A. Tsimane |
| collection | DOAJ |
| description | Objective: Transformative learning is a learner-centered process of learning. Learners are actively engaged through critical reflection and discourse to question assumptions and expectations. The purpose of this article is to describe a model to facilitate transformative learning in nursing education. Methods: A qualitative, exploratory, descriptive and contextual design for theory generation was selected in this study to describe a model to facilitate transformative learning in nursing education. Concept analysis of transformative learning was done in the first stage of the main study using Walker and Avant’s eight step approach to clarify the conceptual identification and meaning. The results of concept analysis guided data collection in the second stage. Eleven individual agenda semi-structured interviews were conducted with nurse educators to explore and describe their perceptions regarding how transformative learning can be facilitated in nursing education. Matrix building approach was used to analyse the collected data. The third stage constituted the conceptualisation of findings from the second stage using relevant literature within the elements of practice theory. The fourth stage focused on the description and evaluation of a model to facilitate transformative learning in nursing education. Findings: Four themes and nine sub-themes emerged and were conceptualised within the six elements of practice theory namely the context, agent, recipient, dynamic, process and procedure and outcome. Conclusion: The relation statements provided the basis for model description. Reliable method was used to describe and evaluate the model. The refinement of the model by experts in model development and qualitative research was made. |
| first_indexed | 2024-12-14T17:34:53Z |
| format | Article |
| id | doaj.art-6d8dc050091347d18a4de3db4d625a8a |
| institution | Directory Open Access Journal |
| issn | 2352-0132 |
| language | English |
| last_indexed | 2024-12-14T17:34:53Z |
| publishDate | 2020-07-01 |
| publisher | Elsevier |
| record_format | Article |
| series | International Journal of Nursing Sciences |
| spelling | doaj.art-6d8dc050091347d18a4de3db4d625a8a2022-12-21T22:53:01ZengElsevierInternational Journal of Nursing Sciences2352-01322020-07-0173269276A model to facilitate transformative learning in nursing educationTebogo A. Tsimane0Charlene Downing1Department of Nursing, University of Johannesburg, Johannesburg, South AfricaCorresponding author.; Department of Nursing, University of Johannesburg, Johannesburg, South AfricaObjective: Transformative learning is a learner-centered process of learning. Learners are actively engaged through critical reflection and discourse to question assumptions and expectations. The purpose of this article is to describe a model to facilitate transformative learning in nursing education. Methods: A qualitative, exploratory, descriptive and contextual design for theory generation was selected in this study to describe a model to facilitate transformative learning in nursing education. Concept analysis of transformative learning was done in the first stage of the main study using Walker and Avant’s eight step approach to clarify the conceptual identification and meaning. The results of concept analysis guided data collection in the second stage. Eleven individual agenda semi-structured interviews were conducted with nurse educators to explore and describe their perceptions regarding how transformative learning can be facilitated in nursing education. Matrix building approach was used to analyse the collected data. The third stage constituted the conceptualisation of findings from the second stage using relevant literature within the elements of practice theory. The fourth stage focused on the description and evaluation of a model to facilitate transformative learning in nursing education. Findings: Four themes and nine sub-themes emerged and were conceptualised within the six elements of practice theory namely the context, agent, recipient, dynamic, process and procedure and outcome. Conclusion: The relation statements provided the basis for model description. Reliable method was used to describe and evaluate the model. The refinement of the model by experts in model development and qualitative research was made.http://www.sciencedirect.com/science/article/pii/S2352013220300569LearningMotivationNursing facultyNursing educationTransformative learning |
| spellingShingle | Tebogo A. Tsimane Charlene Downing A model to facilitate transformative learning in nursing education International Journal of Nursing Sciences Learning Motivation Nursing faculty Nursing education Transformative learning |
| title | A model to facilitate transformative learning in nursing education |
| title_full | A model to facilitate transformative learning in nursing education |
| title_fullStr | A model to facilitate transformative learning in nursing education |
| title_full_unstemmed | A model to facilitate transformative learning in nursing education |
| title_short | A model to facilitate transformative learning in nursing education |
| title_sort | model to facilitate transformative learning in nursing education |
| topic | Learning Motivation Nursing faculty Nursing education Transformative learning |
| url | http://www.sciencedirect.com/science/article/pii/S2352013220300569 |
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