In my day II: Reflecting on the transformative potential of incorporating celebrations into the nursing curriculum

McAllister, Margaret; Williams, Leonie Mosel; Hope, Joanne; Hallett, Christine E.; Framp, Ann; Doyle, Bronwyn; McLeod, Margaret

doi:10.1016/j.nepr.2010.11.014

Cited by 4 publications

(6 citation statements)

References 5 publications

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“…Transformative learning, as described in the studies, was seen to influence the formation of students’ professional identity . As they developed more discriminating perspectives, their worldviews shifted . Accordingly, TL influenced their values, attitudes and behaviours, and how they saw and understood themselves .…”

Section: Resultsmentioning

confidence: 83%

“…In addition, ‘liberating learning environments’ or ‘those conducive to developing autonomous thinking and self‐empowerment’ were described as necessary for reinterpreting experiences. TL requires an intentional, conscious act that occurs within both the cognitive and affective domains, and involves critical thinking …”

Section: Resultsmentioning

confidence: 99%

“…Students were described as becoming agents for change, an important feature of Mezirow's theory, which argued for change that spoke to issues of both social accountability and social justice. The transformed view of the world allows individuals to examine social injustice, which in a health context leads to health inequalities…”

Section: Resultsmentioning

confidence: 99%

“…TL requires an intentional, conscious act that occurs within both the cognitive 17,27,40,56 and affective domains, 23,27,54,57 and involves critical thinking. 17,31,58 Many of the studies suggested that TL is often best facilitated through immersion in a different context, specifically outside of the classroom. 59 It speaks to a 'pedagogy of place' that acknowledges the role of locale and context in learning.…”

Section: How Transformative Learning Occursmentioning

confidence: 99%

“…45,47,62 As they developed more discriminating perspectives, their worldviews shifted. 47,53,58,66,[96][97][98] Accordingly, TL influenced their values, attitudes and behaviours, 30,37,57,61,72,99 and how they saw and understood themselves. 14,33,69,80 Students developed new interpretations of how things were, including conditions within the realm of health care.…”

Section: Outcomes Of Transformative Learningmentioning

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: 83%