A Transformative Learning Experience for Senior Nursing Students

Abstract

Background: Research suggests that clinical practicums in hospital-based settings are important, even if condensed, to provide students with the opportunity for real-world learning experiences. Rational dialogue makes learning meaningful and empowers students to learn by reflecting on experiences. Problem: The COVID-19 pandemic minimized availability of traditional one-to-one mentorship practicums. Approach: This article describes the use of critical reflection on experiences in an undergraduate senior mentorship course to assess student learning through the thematic analysis of writing assignments. Guided by Mezirow's transformative learning theory, students completed a traditional group clinical practice, written reflective journals and virtual seminars focused on role development, and reflection on concurrent learning in clinical and simulation experiences. Outcomes: Transformative learning was evident in their writing. Student journals demonstrated themes of responding to change, discovering resilience, developing confidence, finding gratitude, embracing advocacy, and transforming and becoming. Conclusions: Through critical reflection, students recognized the opportunities mentorship afforded them, despite challenges.

Changes in Clinical Training for Nursing Students during the COVID-19 Pandemic: A Scoping Review

“…The study by Revell et al (2022) [ 26 ] disclosed the results of supplementing the traditional clinical period with an 18-h simulated experiences pack ( Table 2 ). The authors revealed the evidence of transformative learning expressed by students.…”

“…Our findings show that nursing schools made an effort to replace traditional clinical training with several activities, primarily based on simulation or virtual activities, allowing students to improve their abilities in caretaking [ 17 , 18 , 21 , 24 , 25 , 27 , 28 ]. Simulation sessions were structured in steps, with suggested reading, pre- and post-simulation quizzes, interactive clinical scenarios, and reflection [ 25 , 26 ]. They improved communication skills by role-playing, gaining experience in practical activities, and flipping clinical practice to replicate traditional care [ 17 , 20 , 23 ].…”

“…They improved communication skills by role-playing, gaining experience in practical activities, and flipping clinical practice to replicate traditional care [ 17 , 20 , 23 ]. Scholarly journals were also proposed to enhance reflection and knowledge acquisition by virtual clinical practice [ 26 ].…”

“…After simulation sessions, debriefing moments were taken where simulation and case management were analyzed [ 18 , 22 ] or replaced by online seminars [ 26 ].…”

“…The primary contexts varied from maternal–pediatric [ 18 , 19 , 23 , 27 ], women’s health [ 20 ], psychiatric mental health [ 21 , 23 , 27 ], medical–surgical health [ 22 , 26 , 27 ], adult health [ 23 ], nursing fundamentals/profession stage [ 17 , 27 ], and community health promotion and wellness reproductive health [ 27 ].…”