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A model to facilitate transformative learning in nursing education.

ABSTRACT: 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.

SUBMITTER: Tsimane TA

PROVIDER: S-EPMC7424087 | biostudies-literature | 2020 Jul

REPOSITORIES: biostudies-literature

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A model to facilitate transformative learning in nursing education.

Tsimane Tebogo A TA Downing Charlene C

International journal of nursing sciences 20200424 3

<h4>Objective</h4>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.<h4>Methods</h4>A qualitative, exploratory, descriptive and contextual design for theory generation was selected in this study to describe a model to facilitate transformative learning in nur ...[more]

PMID: 32817848

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Project description:BackgroundDigital games-based learning is a method of using digital games to impart knowledge. Virtual reality (VR) programs are a practical application of this method. Due to demographic changes, the nursing profession will become increasingly important. These VR applications can be of use in training nurses for future professional challenges they may encounter. The continuous development of VR applications enables trainees to encounter simulated real life effectively and to experience increasingly concrete situations. This can be of great importance in nursing education, since 3-dimensionality enables a better visualization of many fields of activity and can prevent potential future errors. In addition to this learning effect, VR applications also bring an element of fun to learning.ObjectiveThe aim of this qualitative research effort is to observe the degree of acceptance of VR applications by nursing students in Germany. Various factors, including social influences, performance expectations, and effort expectations, are taken into consideration.MethodsWith a qualitative cohort study, the acceptance of nursing students towards VR applications in anatomy teaching was determined. The 12 participants were first asked to fill out a quantitative questionnaire on their sociodemographic characteristics and the extent to which they valued and liked using technology. The participants were then allowed to test the VR application themselves and were finally asked about their experience in a qualitative interview. For the collection of data and the analysis of results, the unified theory of acceptance and use of technology was used in this study.ResultsOverall, the study shows that the interviewed persons rated the VR application quite positively. The greatest influence in this was the personal attitude towards technology; the higher this affinity is, the more useful the VR application appears. Social influences can also increase the participant's own acceptance if peers have a positive attitude towards such applications. The study shows that the trainees' motivation to learn was increased by using VR. We believe this is because each trainee could learn individually and the VR application was perceived as an enjoyable activity. Nevertheless, the cost factor of implementing VR applications in nursing training is currently still an obstacle, as not every institution has such financial capacities.ConclusionsThe extent to which the use of VR applications in the training of nursing staff is justified depends on the degree of personal acceptance. The collected results give good practice-oriented insight into the attitude of trainees towards VR. Many of the interviewed persons saw benefits in the use of VR technologies. As VR applications are constantly developing, it is necessary to conduct further studies on VR applications in nursing education and to include other possible disciplines in which these applications can be helpful.

Dataset Information

A model to facilitate transformative learning in nursing education.

Publications

A model to facilitate transformative learning in nursing education.

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